6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Hannah Abbruzzese
Date: 3/16/2015

Grade Level:Preschool

Lesson Title: Tissue Box Mystery

Developmental Domain: Approaches toward learning,
Language and Literacy, Cognitive-Science

Standard(s)/Guideline(s):
Domain: Approaches 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: 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: Cognitive-Science Strand: Science Inquiry and Application Topic: Inquiry
Make inferences, generalizations and explanations based on evidence.
Pre-assessment of current knowledge: The students have learned the basis of some of the senses and how scientists use their senses to look at and feel
objects to know more about them. They know to use their senses to characterize different objects.
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 the
textures of different objects
and materials by using
everything they have
learned about their senses
and sense of touch.
2. Students will be able to
use their sense of touch to
identify characteristics
about an object that they
cannot see by guessing
what an object inside a
tissue box is.
One Assessed Developmental
Skill: The student will be able to
1. Use their sense of touch to
categorize objects.
2. Students use academic
language to describe the
different objects they are
touching.

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?)

Academic Language:
Senses, rough, smooth, hard, soft, hairy, sticky, touch, smell,
hear, Venn Diagram, Tissue Box, spaghetti, Legos.

Record students responses as they feel the different objects

in the tissue boxes and listen for specific academic
language.

Procedural steps:
1. Gather students in center time circle
2. Read book; My Five Senses
3. Through out the reading of the book sporadically ask
questions about the plot to keep the students engaged
(about the plot mainly).
4. Break students up into groups of four and have them
take turns coming over to the activity with their group.
5. Call groups over to feel what is inside the four tissue
boxes. Have the students tell you everything they feel
when touching the mystery object and record their
responses. (Listen for academic language)
6. Come back together as a class and have a group
discussion about the different textures they felt.
7. Create a Venn Diagram as a class on the spaghetti
that the students just felt in one of the mystery boxes.
The teachers before hand will make a list of words
used to describe the texture while the students were
touching the spaghetti. Then the teachers will make
another list for words used to describe the spaghetti
when just looking at it when the mystery objects are
revealed to the class. With the entire the class create

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
Come together as a class after activity to make a Venn
diagram. This Venn Diagram will pull everything together by
proving that a person needs all five of their senses in order
to fully understand and describe what an object is.

6/12/2013

Early Childhood Education

Learning Experience Plan
Safety Considerations: Make
sure children are acting,
communicating, and participating
in an appropriate manner. Make
sure students do not put any object
into their mouth.

a Venn Diagram of the words only represented in

touch, only in sight, and then words that were used to
describe both.
8. Put on the senses 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, Different objects including sponges, blocks, coral,
loofas, ice goop, stress relievers, and a book, blank charting
worksheets, big paper, marker.
Song: provided by CT
Adult Roles: Guide students to ask intelligent questions and
use descriptive language.

Resources & References:

My Five Senses by: Aliki
Reflection: (What have you learned about your students? How will this inform future instruction?)