Running head: REFLECTION 3 1

Lesson Reflection 3: J is for jumping

Rolanda S. Hardy

October 25, 2017

Trinity Washington University

EDTE 471- Dr. Jones

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Lesson Reflection 3: J is for jumping

Many of my students have grasped counting and number identification to five. For those

who understand those concepts, I wanted them to begin using those concepts in a meaningful way.

So, today we merged number identification, scientific thinking, and data representation. Those

skills were presented along with a very familiar concept- jumping. Students have been practicing

their jumping skills since school began in September. Their first goal was to be able to jump with

two feet leaving the floor at the same time. Those who mastered that skill, moved to jumping on

one foot. Since this is a new accomplishment for many of them, I thought this would be a great

lesson to complete with the students.

To begin the lesson, we read the books Five Little Monkeys Jumping on the Bed and

Jump Frog, Jump. I did not mention this under standards or objectives, but during the reading I

made sure to address the concept of a word, first letters, beginning sounds, and one-to-one

matching. The students, then, transitioned to their chairs which surrounded numbered pumpkins

that were taped to the floor in a line.

I made adjustments to this lesson prior to the lesson beginning. After submitting the lesson

plan, I thought about my students experiences with the measuring tape to date. They had done

well with nonstandard units of measurement in previous activities, yet had difficulty with the

measuring tape when it was introduced and placed in the block center. Therefore, I adjusted the

lesson to include pumpkin cutouts as a unit of measurement rather than the measuring tape. Even

with that adjustment, If I had the opportunity to redo this lesson, I would find a way to reduce

waiting time. I think with graphing practice, students could do activities like this in the future

independently. Meaning, the children would be able to fill in the chart to represent their data

without assistance. I would also remove the running jump as an option. That was a complex move
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for the students that may be able to comprehend later in the school year with practice at the

playground.

Overall, the students remained engaged throughout the lesson. I am observing student

growth in engagement. In the beginning of the school year, Cameron was often the only student

responding to questions and participating in discussions. The children demonstrated increased

participation and ability to remember information they have heard. Opportunities for movement

during the lesson alleviated the need to remind students to remain seated. I also included brain

breaks to allow students to wiggle and regain focus when necessary.

As a follow-up home extension activity, students will be sent home with their own pumpkin

cutouts and a chart to fill out with their families. Five Little Monkeys Jumping on the Bed is the

theme of the activity. Students will line up the pumpkins along the foot of the bed and see how

many jumps they would need to take to get to the other side of the bed. They would answer the

following questions: How far did you jump? How far would the five little monkeys need to jump

to jump over your bed? Measure your bed at home. How many jumps would you need to do to

jump that far? Your mom? Your dad? Your brother or sister (if you have one)?