Lesson

Plans

Activity Plan #1- EDU 250

1) Objective: (what you want children to learn):
a) Students will learn about leafs changing in the fall.

2) Materials:
a) Mouse's First Fall by Lauren Thompson
b) Felt Board pieces.
c) Leaf Math Game
d) Big leafs to be painted
i) Q-tips
ii) Finger-paint
iii) Real Leafs
iv) Little brooms
v) Silk leaves
e) Magnifying glass
f) Real leaves

3) Scaffolding: (child's prior knowledge this activity is building on) 5 points
a) Students must have a prior knowledge of colors, shapes and seasons.
b) Whole Group
i) Gifted
(a) Book to Follow along
(b) Harder questions
ii) Intellectual Disability
(a) Felt board
(b) Repeating
(c) Easy questions.
iii) Attention Deficit/ hyperactivity disorder
(a) Helping with felt board
(b) Singing/dancing
iv) Hearing impairment
(a) Closet to teacher
(b) Felt board
v) Visual impartment
(a) Bigger book
(b) Closer to the teacher
vi) Physical disability
(a) Special chair
(b) Big book
vii) Speech delay
(a) Really pronounce words
c) Math Center
i) Gifted
 (a) Higher numbers
(b) Helping lower students
ii) Intellectual Disability
(a) Repeating
(b) One step direction/one problem at a time
(c) Matching
iii) Attention Deficit/ hyperactivity disorder
(a) Song,
(b) Finding/ like a treasure
iv) Hearing impairment
(a) Clear directions
(b) Visually showing
v) Visual impartment
(a) Showing them
(b) Clear Directions
vi) Physical disability
(a) Special chair
(b) Big book
(c) Guiding helping where needed.
vii) Speech delay
(a) Really pronounce words
d) Art Center
i) Gifted
(a) Draw a leaf
(b) Paint it using real leaf or q-tips
ii) Intellectual Disability
(a) Pre cut leaf
(b) Finger painting
iii) Attention Deficit/ hyperactivity disorder
(a) Paint on a ball,
(b) Use a one minute timer every time timer goes off do a jumping jack
iv) Hearing impairment
(a) Clear directions
(b) Visually showing
v) Visual impartment
(a) Showing them
(b) Clear Directions
vi) Physical disability
(a) Special chair
(b) Guiding helping where needed.
vii) Speech delay
(a) Really pronounce words
e) Science Center
i) Gifted
(a) Journal about
(i) What do you see?
 (ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Can you draw it?
ii) Intellectual Disability
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Leaf Print
iii) Attention Deficit/ hyperactivity disorder
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Leaf Print
iv) Hearing impairment
(a) Clear directions
(b) Visually showing
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Leaf Print
v) Visual impartment
(a) Showing them
(b) Clear Directions
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Leaf Print
vi) Physical disability
(a) Special chair
(b) Guiding helping where needed.
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Leaf print
vii) Speech delay
(a) Really pronounce words
(i) What do you see?
(ii) What does it smell like
(iii) What does it feel like?
(iv) Does it make a sound?
(v) Leaf print
 f) Dramatic Play Center
i) Gifted
(a) Broom and leafs to “rake”
(i) Can you make a red, yellow, brown, orange only pile
ii) Intellectual Disability
(a) Broom and leafs to “rake”
iii) Attention Deficit/ hyperactivity disorder
(a) Broom and leafs to “rake”
iv) Hearing impairment
(a) Broom and leafs to “rake”
v) Visual impartment
(a) Broom and leafs to “rake”
vi) Physical disability
(a) Broom and leafs to “rake”
(i) Help, guide as much as possible
vii) Speech delay
(a) Broom and leafs to “rake”

4) Procedure: (in detail - how to carry out the activity) 5 points
a) In my mind this lesson would come after a pervious day or two were
students were introduced to the concept of the season of fall.
i) Review what Fall is.
ii) Ask open ended questions
iii) Read Story.
iv) Teach kids Fall Leaf song plus dance moves:
1. https://www.youtube.com/watch?v=MegL8wAdPBY
v) Centers
(1) Math Center
(2) Art Center
(3) Science
(4) Dramatic Play
5) DAP support: (page and short quote) 5 points
a) Page 113
i) “They thrive in environments that encourage them to experiment with
new materials, roles and ideas through various projects and especially
through play…”

6) Open ended questions for children: (questions to make a child think) 5
points
a) What is Fall?
b) Does it get warmer or colder in Fall?
c) What happens to leaves in Fall?
d) What colors leaves do you see in Fall?
e) What shapes do you see?
f) What do you noticed about these leaves?

Israel Math - LESSON PLAN

Objectives:
SWBAT – Students will use skills taught during math lesson to further understand
Israel.

Materials/Equipment:
Greater than and less than papers
Bar Graphs Power point prepared

Teaching:
A. Review
a. Asking questions
i. True or false, this year we have been learning about
different nations? (True)
ii. Our first nation we learned about was? (USA)
iii. We focused most of our attention on what State? (Nevada)
Why? (Because we live here)
iv. This week we are learning about? (Israel)
B. Today we are going to compare some numbers about the USA/Nevada
and Israel.
i. This will help us with our bar graph reading we will need to
know how to do when we leave 2nd Grade.
b. Questions.
i. Who remembers what a bar graph shows us? (Bar graphs
are used to compare things between different groups.)
ii. What does population means? (All the inhabitants of a
particular town, area, or country.)
iii. Who knows what Land area in square miles means?
iv. Who wants to tell me about population per square mile?
v. What is the meaning of persons per household?

C. Extension activity:
a. On the screen you will see some different bar graphs. On your
papers you will see different boxes. It is your job title the boxes, so
that you and I will know what it is you are comparing, as well as
fill in the different information. Let’s do the first one together.
b. Okay now you can complete, if you need help ask your neighbor
quietly, if you finish check to se if you and your on

Closure:

A. Ending questions
a. Did everyone finish?
b. Does anyone want to come up to the board and fill in my hand
drawn boxes? (If no one) Okay let’s do the together.
 c. What did see today about the differences between Israel and the
USA/ Nevada?

Israel Science - LESSON PLAN

Objectives:
D. SWBAT-Students will learn about Google Lunar X Prize, and the Israel
team. Then they will design their own lunar space shuttle using recycled
product.

Materials/Equipment:
A. Recycling
a. Water bottles
b. Tissue boxes
c. Water cones
d. Paper
e. Toilet/ paper towel rolls
f. Other Materials
B. Google Lunar X Prize handout
C. Moon landing Video

Teaching:
A. Introduce
a. At night, what do we see in the sky? (The moon). Did you know that in
1969 a man landed on the moon for the first time? Do you want to see
the video?
i. https://www.youtube.com/watch?v=RMINSD7MmT4
b. Did you know that Google is sponsoring a competition called Google
Lunar X Prize where the challenge calls for privately funded teams to
be the first to land a privately funded robotic spacecraft on the Moon,
travel 546 yards, and send back to earth a high-definition video and
images. “SpaceIL is an Israeli nonprofit organization working to land
the first Israeli spacecraft on the Moon. Space and space exploration
are the next frontier. SpaceIL’s success will be a source of pride for
Israel while introducing the world to new and innovative ways to
explore outer space. In addition, the space industry has the potential
to become a major growth engine for the Israeli economy. Let’s check
out there website.”
i. https://lunar.xprize.org/teams/team-spaceil
B. Extension activity:
a. Who thinks that it’s super cool that Israel is designing a space ship to
get to the moon? Who thinks it would be fun to create their own space
ship to get to the moon?
b. In front of me are some crates full of all sorts of fun items you can use
to make a prototype space ship. Including water bottles, tissue boxes,
water cones, paper, toilet/ paper towel rolls, ect. Please make sure
 that you share materials and if you need any help, ask. We will have
Closure:

B. Ending questions
a. Did everyone finish?
b. Does anyone want to come up to the board and fill in my hand
drawn boxes? (If no one) Okay let’s do the together.
c. What did see today about the differences between Israel and the
USA/ Nevada?


Lesson Plan- Dairy

Theme: Food

Subtopic: Dairy

Activity Name: I can make my own Ice Cream!

Approximate Length of Experience: 30 minutes

Age and Number of Children: 14 four-year olds, 2 adults

Goal: Children will understand what it takes to make homemade ice cream.

Domain: Cognitive, Gross Motor

Content:

Fact: We can make our own dairy products.

Vocabulary: Milk, Cream, half-and-half, sugar, vanilla, ice, salt,

ingredients

Objectives: Participation in this activity will increase the child’s ability to

1. Understand ingredients in ice cream

2. Understand the process of making ice cream

Materials:

o Photos from previous field trip to Anderson Dairy

 o Old Ice Cream containers

o Electric Ice Cream Makers

o Ice cream crank

o Ice Cream Ingredients

! Half-and-half

! Sugar

! Vanilla extract

! Ice

! Salt

o Ziploc bags

! Medium

! Large

o Measuring cups

o Heavy Duty Tape

o Hula hoops

Procedure: (5 minutes)

Begin the lesson by reminding students about previous field trip to Anderson

Dairy, showing pictures on Smart board. Asking questions about what is happening

in pictures.

“Where are we in this picture?” (Convergent)

“What do you remember about what is happening in this picture?” (Memory)

“Who has an idea about what the next picture might be?” (Evaluative)

“Us eating Ice cream very good!”

 “Who enjoyed eating Ice cream at the dairy?” (Evaluative)

Extension: (25 minutes)

“Do you remember the big machine that makes the ice cream?” (Memory)

“No, does this picture help you remember?”

“Do you think that we could make ice cream here in the classroom?”(Convergent)

“No, why not?” (Convergent)

“Because we don’t have the ingredients, what if I told you I had some ingredients for

us”. Pull out ingredients, bags and measuring cups.

“Is anything else stopping us from making ice cream? (Convergent)

“You are right, we can’t have this big machine. This big machine makes a lot

of ice cream. Enough for the grocery stores, but we can use a little ice cream maker

to make a small amount of ice cream for our class.” This is called Electric Ice Cream

Maker. You plug it into the wall and add the ingredients and it makes ice cream for

you. This is called an Ice cream crank, you put the ingredients in and then crank it

around and around until ice cream comes out.”

“We are each going to make our own ice cream, in these zip lock bags.

Everyone go wash your hands and meet Ms. Debbie and me at the table to find your

bag.“

“ Our first ingredient is called “half-and-half. Which is, half milk and half cream. Does

anyone want to tell us what he or she knows about milk? (Evaluative), what about

cream? (Evaluative)
 Milk – comes from mammals, most commonly from cows. We can buy it at

the grocery story. Cream- is also from cows and it’s the thinker part the floats

to the top of milk when it comes from a cow.

“ Our Second ingredient is sugar, can anyone tell me anything about sugar? “

(Convergent)

Joey, “It’s sweet.”

“ I have heard that it’s sweet, I think we should try it to make sure Joey is correct.

Here is a little taste for everyone. “

“Our ingredients so far are: Half and Half, and ____? (Evaluative)

“Our next ingredient is vanilla, this is going to give our ice cream flavor so it

doesn’t just taste like sugary half and half. “

“We have three ingredients, let’s count them. “

“Is it cold enough in here for ice cream? (Convergent) What could we use to

make our ice cream cold? (Convergent) A freezer, a fridge or the air-conditioning

what else? (Convergent) If you have a glass of water and wanted to make it cold

what would you use? (Convergent) Ice! Very good, Ms. Debbie has ice and some salt,

which will help make our ice colder.

“ Let’s get started on measuring our ingredients and putting them in to the

smaller Ziploc. Ms. Debbie and I will help you. Everyone needs, 1 cup of half-and-

half, 2 tablespoons of sugar and 1/2 teaspoon of pure vanilla extract. Press out

all the air and zip it up. Very good, now take your bigger sip lock, put some ice

into it. Then your smaller back and more ice and a bit of salt.”
“Now the big machines at the dairy, move the ingredients around, so do these

small machines. Who can guess what we need to do to our bags of ingredients?

(Evaluative)

Shake it around! I’m going to put on some music for us to dance to. Now let’s

jump from one hula hoop to another, now let’s throw them up in the air and

catch them.”

After 15 minutes ice cream should be ready to eat.

Evaluation: While the children shaking their ice cream and enjoying their ice cream,

walk interact with each child asking about ingredients, what we did, how it was

different that the Dairy and which ice cream they liked better.

What Next: This would be the end of our “unit/ two months on the subtopic of

dairy. In the next two months we will learn about fruits. Starting with fruits that we

eat at school and at home, fruits we saw when we went to the grocery store fruits

that grow on trees and ending with fruits that grow on vines.

Evaluation of appropriateness of the category (type) of questions used:

Looking back, I don’t know how affect this lesson would be. I believe that at the end,

my students would know the fact and the vocabulary words, but I’m not sure about

my objectives. I don’t know if the children would be all the interested in the

ingredients and the process, more of the final product. As for the questions, it’s hard

to write questions for an imaginary class, even if it is best-case scenario. The most

important thing I learned on reflecting about this lesson is that I want the children

in my class to share ideas with each other, grow their own knowledge, personal

relationships and most importantly to have fun.

 ECE 152-3001

Experience Plan #1
Teacher Book
Theme: 5 Senses
Topic: Touch
Age: 4
Number of Students: 5-7
Content Standards:
1. N.PK.1a Observe their world
2. N.PK.2 Share Ideas with others
Objectives: Participation in this activity will increase the child’s ability to
1. Describe what something feels like when rubbed
New Awareness:
1. See the likeness between items of different origins
Old Awareness:
1. Be knowledgeable in names of items from the classroom and nature
Materials: Natural Items (rocks, sticks leaves, seeds, flowers, pinecones, etc)
classroom toys (cars, play food, puzzles Lego’s, etc.)

Activity: This would be an after recess activity. Before coming inside, I would ask
the children to find 1 (If they bring more that’s fine) outside item that we could
bring inside. After washing hands and splitting into 3 groups (there are three adults
in my class), groups will be split naturally, just so long as there are some children
with each teacher. Each teacher has a teacher made Touch Book. My conversation
hopefully would go like this.
“Do you know the word touch? Touch is when you put a part of your body on
something else. You can use your hands, your arm, your nose, or you knees.
(Pointing to these things). Mostly we touch with our hands. Right now, I’m touching
this piece of paper with my hands (holds up paper). Now I’m touching Childs shoe
with my hands (touch shoe). Can you touch your shoes with your hands?
“ I can touch my shoes.” “I have blue shoes.” “So do I”…
 “Yes, we all have different types of shoes. Can you touch a friend in our circles
shoes with your hands?”
“I’m touching _____.” “I don’t want____ to touch my shoes.”
“Thank you for using your words_______. If you do not want someone to touch a
part of you then you should tell them with your words. If your classmate tells you
not to touch them you should listen to their words. _____ you can touch my shoes.”
“I have made us a book, it has lots of different things for us to touch. When
we touch each page it will feel different, because not everything we touch is the
same. “
While reading book, see if children have prior knowledge of what something
feels like.
Questions that might be asked, “What is this?” “Where did it come
from” “Why is it sticky?” “Why”
“Now lets take our items we found outside, and some of these items I have
from our classroom and talk about what they feel like when we touch them.” Here
are some sticks, what do they feel like to you?
“Rough” “smooth” “pointy”
“ I don’t know”
“ If you don’t know, let’s look at our book again.”
Continue tell a majority of the items are talked about our interest is lost.

What Happened: The children in my test group loved this activate although they
enjoyed sorting the outside items and the classroom items into groups. The majority
of the time they wanted to touch the teacher made book. I even took the book apart
so each child could have a page, then we traded around the circle.

What Next: The next day during morning group time, the class of students would
each get an item collected outside and one from the classroom. Then we would sort
the items as a class. Children would place finished sorting items in sensory bins for
further exploration.
Source: My personal files and experiences in the classroom.
 ECE 152-3001
Experience Plan #2
Related book


Theme or Topic: Ants
Age: 4
Number of Students: 6
Content Standards:
1. N.PK.1a Observe their world
2. N.PK.2 Share Ideas with others
3. L.PK.1 Investigate animals and their offspring
Objectives: Participation in this activity will increase the child’s ability to
1. Name or describe parts of an ant.
2. Describe where ants live.
3. Describe ants home.
New Awareness:
1. How animals work together.
2. Size doesn’t matter
Materials: Ant farm/hill, ants, sugar cubes, magnifying glasses.
Activity: Teacher will start by singing, “ The Ant’s Go Marching” to draw children
attention to the tables. After the song the teacher will hold up a small picture of an
ant. This is an ant, it’s very small and we can’t really see it. This is a large picture of
an ant. “ What do you see?” “Are they all the same?” “What is different about them”
“Do you see a head with a face?” “No?” “What makes a face?” “Eyes, Mouth, Nose” Do
you see eyes, mouth, nose?” “ Do you see a body?” “What about a bottom?” “Do you
see legs? How many?” “What do you think ants eat?” “Where do you think they live?”
Student questions might include. “Why are they different colors?” “Why doesn’t my
mom like them?” “How big are they?”
“Wow! Those are great question, I don’t know all the answers to your question, but I
have this book Ants by Melissa Stewart. Which should be able to help us, lets read
it.” The book answered all of our questions, but I think it would be much for fun to
see real ants. (Pull out Ant farm/hill, give children magnifying glasses.) Warn
children about being careful to keep the anthill up right, because it’s the ant’s house
and they prefer to not be knocked over. “Do you see the ants making an ant hill?”
With your magnifying class can you see the legs, the head, the thorax or the body,
the antennae, the abdomen or the bottom?” “Do you see the white cubes?” Those are
sugar cubes that I put in the anthill for them to eat, because we learned in our book
that ants love sugar.
What Happened: The children really enjoyed the ants, and were excited to see
the ants and watch them. I was proud of them for remembering the names of the
body parts of the ant.
What Next: Once this observation experiences is over, the children had the
opportunity to make anthills out of kinetic sand, play a body part matching game,
create ants out of art supplies and at the end of the day in goodbye circle, I would
read, “Two Bad Ants” by Chris Van Allsburg for a fun story to wrap up the day. Over
the next several weeks, we would watch the ants change their anthill, taking
pictures on Monday, Wednesday and Friday to see the hill change.

Source: My mother was teacher and she used to do this activity with her
kindergarten students at the beginning of the year. I would use this project at the
end of Pre-K.


Related Book

Title: Ants
Author: Melissa Stewart
Use of Science Concept: This is a National Geographic Kids book. This is all the
information needed about ants. Displayed in a kid friendly manner through pictures
and text.
Recommendation: I would recommend this book, because of the wonderful
pictures. I would recommend to the teacher to read the book beforehand so they
have an idea of topics they wish to emphasize.