CC01 Integrated Lesson Plan

Foundations of Lesson Plan

Content Areas and Developmental Domains

State/District/Professional Standards

Identify one early learning standard that informed your planning of this learning experience.

· The professional standards that are used for these activities are the Mississippi Early Learning Standards for Classrooms Serving Infants to Four-year-old Children. (Mississippi Department of Education, 2012).

· The Mississippi mathematics standards that contributed to choosing this activity is the counting and cardinality domain that involves knowing number names and the count sequence (Common Core State Standards, 2020).

· The professional standard that will be used is:

· M.CC.PK4.3 With guidance and support, attempt to compare quantities of numbers

using concrete manipulatives to determine more than, less than, same and different. (Mississippi Department of Education, 2012).

· S.LS.PK4.1 With prompting and support, name and identify the five senses and the corresponding

body parts for each. (Mississippi Department of Education, 2012). Ok

What are the standards for art, language, and Writing?

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.

· The goal in this lesson is for the children to be able to identify the common body parts. Comment by Carol Todd: This is science. Add to the content and goals.

The children will be able to identify the four basic shapes: circle, square, rectangle, and

triangle. (Mississippi Department of Education, 2012). What are the goals for art, language, and Writing?

Materials/Technology/Equipment/Resources

List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.

The materials and sources that was used to complete this lesson are as followed:

· Mr. Potato Head

· White Construction Paper

· Elmer’s White Glue sticks

· Pre-cut Assorted/Different sized shapes (circles, squares, triangles, and rectangles)

· “My Body” Shape Worksheet

References

Baker Macy. (2019). Number Sense and the Effects on Students’ Mathematical Success. Retrieved from https://nwcommons.nwciowa.edu/education_masters/?utm_source=nwcommons.nwciowa.edu%2Feducation_masters%2F165&utm_medium=PDF&utm_campaign=PDFCoverPages

Brenneman Kimberly. (2011). Assessment for Preschool Science Learning and Learning Environments. National Institute for Early Education Research, 13(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ931225.pdf

Common Core State Standards. (2020). Counting and Cardinality Standards. Retrieved from https://www.corecommonstandards.com/common-core-state-standards/math-standards/counting-and-cardinality-standards/

Greenfield, D., Jirout, J., Dominguez, X, et al. (2009). Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. Early Education and Development, 20(2), pp. 238-264. DOI:  10.1080/10409280802595441

Mississippi Department of Education. (2012). Mississippi Early Learning Standards for Classrooms Serving Three-year-old Children. Retrieved from https://sos.ms.gov/ACProposed/00018406b.pdf

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:

· How will you draw children into the lesson, capture their attention, make them feel connected and included?

· How will you relate the lesson to children’s interests, prior knowledge, and families/communities?

· Good morning, boys and girls! Today we will learn all about “The Body". “Who can tell or name some body parts we have learned?” Wait for the children’s responses. Today we are going to work on identifying common body parts by assembling a person as a whole using pre-cut shapes. We will learn we all have 1 body but we come in many different shape sizes or different backgrounds. “Can everyone look around the room and see how different we are?” Wait for children’s responses. We all come from different cultural backgrounds. These may include: China, Mexico, USA, or many other places. “Can someone tell me some things that make us different?” Some students answered: our skin color or race, the language we speak, or city we live in or come from. That’s awesome children! We all know we are unique in our own way. So tToday we will do a “Shape Up Activity”! We will learn how creative as a person we can be. Ok

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.

For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.

1. Place the materials for activity on each table in front of children.

2. Model each shape to show children how they will properly form a person using the pre-cut shapes.

3. Model to point out how we glue or use different sized shapes to represent each body part.

4. Enrichment: The teacher will observe children who can identify common body parts and classify and recognize basic shapes.

5. Support: The children who needs more reinforcement I will give them one-on-one assistance with identifying the different body parts and 4 basic shapes by using picture cards and Mr. Potato Head. If the children are having difficulty with fine motor skills of gluing or pasting the teacher will assist them. Comment by Carol Todd: This is really not a strategy.

6. Each child will use pre-cut triangles, squares, circles, or rectangles of different sizes to create a person of representing, for example, Comment by Carol Todd: Is this math or science?

· Head- big square

· Eyes-small circles

· Arms- Big rectangles etc……

· What are the activities for art, language, and Writing?

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:

· Utilize and document observation to assess children’s learning.

· Make sure all assessments are aligned with your goal(s) for the lesson.

I will check and practice for understanding of this activity. The children will complete a “Body Shape" Worksheet. They will identify the number of shapes used to represent each body part. The children will be monitored and support will be provided when needed. As the children count each shape, I will record in my anecdotal notes. For example, Bobby states, “ I used 5 triangles, 4 rectangles, 2 squares and 6 circles. Collect the children’s “Body Shape" Worksheet once they are done. Review worksheets to assess their understanding. (Brenneman, 2011).

Closure

Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.

1–2 paragraphs

· As a whole bring the children back together as a group. Summarize the learning by talking about what the children did. Ask the children to describe what they were doing as they used the pre-cut shapes to assemble. Reinforce that the child had to assemble the shapes into a figure of “the body” in order to create the common body parts: Head, arms, legs, eyes, ears, mouth, etc. I will assist the children in displaying their work around the classroom. (Greenfield, 2009)

Reflection

Critical reflection is an essential part of continuous improvement. Reflect on your lesson planning and implementation—what worked well, adjustments made, the children’s responses, and evidence of their learning. Consider what you would do differently next time and what next steps you will take following this lesson. Think about how to involve families and others to support the children’s development and learning. Summarize your thoughts.

· In this lesson of teaching the children about : The Body" in using shapes was a fun learning experience for us all. One thing I think all of us enjoyed was, when we learned that we all are different but we are unique in our own way. The children learned that some speak in other languages such as: Chinese, Spanish, or English. They also learned that they all come from different cultural backgrounds such as: Mexico, China, or right here in USA. When asking questions or for volunteers, the children responded awesome! They were engaged and excited to work more with a hands-on activity or create different pieces of their own work to show or express “Body parts “. In learning the children were able to identify other body parts such as : the elbow, ankle, and knee. However, something I would have changed in doing this lesson would be involving the children’s families or parents to come in. The class could have had a Cultural Arts and Crafts Day. In learning I could have also based the lesson around “Culture Diversity.” However, this could have been a supportive way to bring the families in to assist with this activity. (Greenfield, 2009)