6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Katie Mahoney
Lesson Title: Lets Build: Basic Blueprints!
Date: 03/30/15
Grade Level: Preschool
Circle one:
ECE
PKSN
Standard(s)/Guideline(s):
1. Domain-Cognition and General Knowledge: Strand-Geometry: Topic-Spatial Relationships: Demonstrate understanding of the relative position of objects
using terms such as in/on/under, up/down, inside/outside, above/below, beside/between, in front of/behind and next to.
2. Domain-Approaches Toward Learning: Strand-Initiative: Topic- Planning, Action and Reflection: Develop, initiate and carry out simple plans to obtain a
goal.
Pre-assessment of current knowledge: Discussion and review of previous lessons about how to use straw, brick and sticks to build, strong vs. weak building
materials, and how to build a tall and stable building. Students have discussed the materials used to build, now we will learn how to plan out what we want out
buildings to look like.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s):
1. The students will be able
to, while sketching a
picture of a basic plan or
blueprint of what they
want their building to look
like, correctly identify
shapes
2. The students will be able
to construct a building
based off of their basic
blueprints using the
wooden blocks provided.
One Assessed Developmental
Skill:
Knowledge of spatial
relationships assessed by
asking where they are
putting certain shapes. (ex:
where are you putting that
square? Im putting it
under the triangle)
Safety Considerations:
One student who has
tantrums and throws
things. Make clear that the

Assessment of Student Learning

Learning Experience

Identify Evidence:
Videos of their process
Work samples to show how their thinking processes
and how their problem solving
Pictures of the finished product to show how they
followed through with their plans

Academic Language:
Base
Stability
Names of shapes (circle, rectangle, square, triangle,
cylinder, cube, etc.)
Blueprint
Sketch

Program Monitoring:
Checklists: Student will be evaluated on use of
vocabulary to explain their design, as well as the
application of the knowledge of how to build a stable
building. These are both items that have been
discussed and scaffolded over the weeks.

Procedural steps:
1. Lead teacher send small group of students over to
the activity table. The group will discuss all they have
learned about construction the past few weeks (What
is a base? What does the word stable mean? How
do we make a building stable? Etc.)
2. The teacher will ask what the students think the
builder must do before he begins to build. Talk about
how the builder must plan what they are going to
build before they start. (Relate to how the students
plan where they want to play before they leave their
lesson).
3. Introduce the concept of blueprints as a way for the
builder to plan what they are going to do. Show them
pictures of actual blueprints from the book
Engineering Drawing and Blueprint Reading by
Raymond Vogts. Look at the blueprints of the
Bombeck Center.
4. Teachers will ask if the students know what it means
to sketch something. Explain that it means to draw.
Explain that builders sketch their blueprints.

6/12/2013

Early Childhood Education

Learning Experience Plan
blocks are for building and
tracing only. Prepare her
for the lesson before hand
by reminding her how to
regulate her emotions and
communicate her needs
appropriately. Monitor her
behavior and help her to
negotiate with other
students about block use if
necessary.

5. Teacher will explain that the activity for the day is to

sketch out their own blueprints using different shapes
(recall which shapes they could possibly use) and
then design a building based off of what they
planned. The teachers will split the students up into 2
groups. Each teacher will take their group to their
table where they will have the material laid out.
6. Some students will sketch their plan on blue
construction paper using a pencil or crayon
(whichever is most comfortable for them). Children
who have not developed the necessary fine motor
skills will use pre-cut shapes to plan what they are
going to build by gluing them onto the page.
7. After the students have finished planning and
sketching what they are going to build, students will
construct their building using different shaped
wooden blocks and magnetic shapes. Some students
will need the aide of a teacher to keep them on track
or help arrange the blocks. If a students building falls
over, they are encouraged to think of a new style and
rebuild. (Keep watch for students who get upset and
may have behavioral issues. Be watchful and aware
that they may throw the blocks).
8. Students will have their picture taken with their
building and explain to the teacher how they made it.
Student will be evaluated on knowledge and use of
vocabulary previously discussed, as well as the
application of the knowledge of how to build a stable
building (this implements spatial relationships
because of the placement of their shapes to create a
stable structure).These are both items that have been
discussed and scaffolded over the weeks.
Authentic Materials:
Book of Blueprints
Wooden blocks
Blue construction paper to simulate blueprint paper
Bombeck Blueprints
Adult Roles:
To teach about blueprints and keep attention of the
students.

6/12/2013

Early Childhood Education

Learning Experience Plan

To guide through the process of sketching a blueprint

and constructing the building.
To monitor behavior and assist when needed.
To evaluate evidence of learning based off of the
checklists, videos and work samples (What language
was used? Did they demonstrate and understanding
of spatial relationships? Did they demonstrate and
understanding of how to plan their building?)

Resources & References:

Engineering Drawing and Blueprint Reading by Raymond Vogts
Previous lessons on construction from the earlier weeks
http://www.teachpreschool.org/2012/05/building-block-blueprints/
Reflection:
These lesson plans have been difficult to implement in our classroom. We were able to do the hook lesson in our room, but then we had to do our next two
lessons (construction; height and stability) in a different classroom because of the state and federal bureaus came to visit. By the time we were able to teach in our
classroom again, 3 weeks had gone by. And we were not able to use the same group of students from the strong vs. weak lesson for the blueprints lesson, so
these students had none of the previous knowledge needed to scaffold off of. They also were not used to me teaching, so it took a long time to get them settled
and focused on what I had to say. Looking back on it, I should have brought in pictures or work samples from the previous lessons so we could have reviewed the
important concepts before going through the final lesson.
As I said, it took a while to get all of them settled. It was a small group of 9 students. It took about 5 minutes to get them all focused enough on me so that I
could begin the lesson. Once we started, I explained that we had been learning about building and what goes into that and that today we would be talking about
how to plan what we were going to build. Similar to how they planned what they would do after group time. Many of them related to this experience and were able
to give me examples of what they planned to do. We looked through the Raymond Vogt book at some examples of blueprints and we were able to see some actual
blueprints that Professor Comingore had let me borrow to show to them. Then I handed out the paper and put the crayons, pencils, markers and block in the
center of the table. I explained that we would sketch the blocks onto the paper to design out building. I did my own example of what that might look like.
We did not use the precut shapes, although they were available. Students began to draw the shapes. I would say the work samples showed that about half
of them understood what they were supposed to do and the other half either didnt know or just wanted to do their own thing. Some made very intricate designs
using the different shapes and some just colored a few lines. A few of the students just copied my design. Not many of them built their building afterward; it became
very chaotic in the room and we did not have time to build. After everyone had gone to their centers for free time, one girl stayed and continued to work on her
blueprint. We had to make copies of pages in the book because she was still working on it when we left!
If I could do this lesson plan again, I would change a few things. I would have more than one example available for the students. That way they can see a
variety of ways to create a blueprint and maybe make a combination of them. I would also teach this in several smaller groups. Even having just 9 students
seemed to be too many for everyone to concentrate and fully comprehend the lesson. I would stress the use of the precut shapes. Even though all of the students
had the fine motor skills to draw, I think using the shapes would help them understand what they were supposed to do a little more. I think it would make it much
more concrete. I would not pull the blocks, paper or writing utensils out until it was time to use them. While I was teaching, they kept interrupting me to ask what
they were for. These were legitimate questions and I am glad that they are thinking of those, but it was distracting from what I was trying to communicate to them.
Next time, I would put those away until we needed them so that they would not be a distraction.

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Early Childhood Education

Learning Experience Plan
Overall I think the lesson could definitely have been better, but it also could have been much worse. I have a lot I need to improve on, but I am happy with
how everything turned out given our circumstances.