5/23/2013

Early Childhood Education

Learning Experience Template
Name: Katie Burnside and Hannah Abbruzzese
Date: 2/ 16/ 2015
Grade Level: Preschool

Lesson Title: Hook Activity: What is a Scientist?

Developmental Domain: Language and Literacy, Approach
toward Learning, Cognitive-Science

Standard(s)/Guideline(s):
Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Expressive Language
Use language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new
information.
Domain: Approach toward Learning Strand: Initiative Topic: Planning, Action and Reflection
Use prior knowledge and information to assess, inform, and plan for future actions and learning.
Domain: Cognitive-Science Strand: Science Inquiry and Application Topic: Inquiry
Make inferences, generalizations and explanations based on evidence.
Pre-assessment of current knowledge: Through observation we have seen the students successfully collaborated as a group in previous circle time settings.
Also the students know to raise their hand when answering or asking a question.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Brain storm and work with
other students to gather
information about scientific
tools and roles using
descriptive and scientific
language.
2. name the 5 senses and
the discuss each of the
roles of the different
senses
One Assessed Developmental
Skill: The student will be able to
1. Comprehend the story and
answer specific questions
about the senses
2. Collaborate with other
students appropriate
manner.

Assessment of Student Learning

Learning Experience

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)
Record discussion on white board or poster board.
Game demonstrating knowledge of the 5 senses.

Academic Language:
Brain storm, taste, hear, touch, smell, look, eyes, mouth, skin,
ears, nose, brain, iris, pupil, optic nerve, tongue, taste buds,
and anything the students bring up in the brain storming
activity.
Procedural steps:
1. Gather students in center time circle
2. HOOK: Ask Question in order: What is a Scientist?
What does a scientist look like? Do you think that you
are a scientist?
3. Get marker and paper ready ask students: What
Does a scientist do? (Record answers on big paper)
EX: asks questions, learns through there senses,
notices details, collects data (draw, write), measures,
compares, counts, sort, experiments, predict, tries
multiple times, uses logic, has fun,
4. After brain storming the different things a scientist
does have the students connect back to their life by
asking: What do you do everyday that makes you a
scientist?
5. Once each student is done contributing to the
discussion and it is all recorded on the paper
introduce the book: Look, Listen, Taste, Touch, and
Smell.

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
Class Brain storming board about what a scientist does.

5/23/2013

Early Childhood Education

Learning Experience Template
Safety Considerations: Make
sure children are acting,
communicating, and participating
in an appropriate manner.

6. Read the title of the book and show the cover to the
class ask the students to predict what the book is
going to be about based on the cover (Cover Clues)
7. Through out the reading of the book sporadically ask
questions about the plot to keep the students
engaged (about the plot mainly).
8. After the book is over have the students stand up and
play a Simon says game with the Senses EX. Simon
says touch what lets you smell.
9. Go through all the senses and phrase in different
ways.
10. Once the game is complete introduce the song. Allow
the students to dance and move to the song and
when the song states a sense have the students
point to where the sense is on their body.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Book: Look, Listen, Taste, Touch, and Smell by Nettleton
Markers, big paper/White Board
Song: provided by CT
Adult Roles: Guide students to ask intelligent questions and
use descriptive language.

Resources & References:

What is a Scientist by Barbara Lehn
Reflection: (What have you learned about your students? How will this inform future instruction?)
Today we did our first lesson. We split the lesson by switching off between writing, asking questions, reading a book, leading the game, and the song. The students
were interested and engaged in the topic however it was difficult to keep the students on task. They would answer the questions well and go on another path from
the answers that where giving. A way then we could improve on that is to enforce raising their hands and also redirecting the students faster then we did. This was
our first time hearing the song that the CT provided so come up with more for the 5 senses song like different movements to develop more creativity and
reinforcement of the senses. We need to become more familiar with the song to interact better with the students. The transitions and hook where a success the
students were excited and followed the movement of the lesson well. The CT is also teaching this topic with us so the students will have more knowledge on the
senses by the time we do a lesson next week.