6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Rachel Putnam Lesson Title: Animal Match

Date: 16 March 2017 Grade Level: Preschool ECE
Standard(s)/Guideline(s):
Domain: Cognition and General Knowledge. Strand: Cognitive Skills. Topic: Memory. With modeling and support, remember and
use information for a variety of purposes

Domain: Social and Emotional Development. Strand: Relationships. Topic: Peer Interactions and Relationships. Demonstrate socially
component behavior with peers.
Pre-assessment of current knowledge: Hook lesson observations and anecdotal notes are used to gauge student understanding
and interest. The students were excited and engaged with learning about teeth. The students had a strong general understanding of
the use of human teeth and the importance of keeping teeth clean.

Instructional Objectives (1- Assessment of Student Learning Learning Experience

2)

One/Two Assessed
Instructional Objective(s):
The students will be able to
match coordinating animal
pictures based upon the
information they learned in
the animal teeth book
One Assessed
Developmental Skill:
Social-Emotional
Development:
The students will be able to
work with peers to find their
match
Identify Evidence: (What will you collect or Academic Language:
record as data to demonstrate students have met
your objective(s) and skill?) Teeth, Animal, Characteristics, Sharp, Dull,
Rounded, Tusk, Bark
The teacher will observe and take anecdotal notes Procedural steps:
about the students ability to work with peers and 1. The teacher will activate prior knowledge
use their knowledge from the book to match the by asking the students to remember how
animal pictures together we had talked about dental hygiene in the
hook lesson. The teacher will remind
students that our teeth our important to us
Program Monitoring: (How will you aggregate or just like animal teeth are important to
compile your evidence into a class or group animals for many reasons. (5 minutes)
view?) 2. The teacher will read What If You Had
Animal Teeth? with the students. The
teacher will be sure to tell the students
The teacher will use a class checklist to track if about the interesting facts in the book and
the students met the objectives (see attached). discuss how animals each use their teeth
for different purposes. The teacher will
help students observe and make
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Early Childhood Education
Learning Experience Plan

Safety Considerations: predictions about the shape and function

of the animal teeth in the photographs of
There are no safety the book. (15 minutes)
considerations for this lesson 3. After reading the book, the students will be
spilt into groups of 10. The students will
each be handed one picture of an animal,
with the picture face down. The students
will be told that some of them have
pictures of an animal while others have a
picture of an animal using their teeth for a
specific purpose. (Picture cards are
attached) (5 minutes)
4. Once the cards are all distributed, with the
picture facing down, the teacher will tell
the students to all look at their animal
picture, without showing anyone else.
Then, one student in the group will start off
the game by explaining their picture to the
group. For example, I have a beaver and
it looks like he is eating a tree. Next, a
student in the group should look at their
card and say, I have a picture of a beaver
with his front teeth out. These two
students are a match and they will, as a
pair, look at their pictures and describe the
animal, the teeth shape and what the
animal is using its teeth for (remembering
what the book said about the way the
animal used their teeth). If students are
confused about their animal or what the
animal is doing, they can refer back to the
book and have the teacher read the
passage to them. All the animals on the
cards are in the book, read at the
beginning of the lesson. The process will
continue until everyone has found their
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Early Childhood Education
Learning Experience Plan

match and talked about their animals. (15

minutes).
5. If time permits, a memory game can be
set up where the cards are all lined up,
facing down, on the table. Each student
will have a turn flipping over two cards and
trying to find two matching animals.

Authentic Materials: (Describe authentic real

life, hands-on materials.)

What If You Had Animal Teeth?

Real photographs of animals and their teeth

Adult Roles:
Read book with students
Pass out animal pictures
Provide the game instructions
Help students identify animals, find their
match and make observations about the
animals

Resources & References:

What If You Had Animal Teeth? By Sandra Markle
Reflection:
I learned that the age range of my students makes it difficult to accommodate all of their differing needs. The older students who are four
and five were attentive, interested and enjoyed the lesson. The students who are three and young fours really struggled with the lesson. The
younger ones did not remember the animals from the book and they could not pay attention for long enough to play the memory game. For future
instruction, I may need to create two separate lessons, one addressing the needs of the older children and one for the younger children. It is
challenging to find one lesson that will reach the needs of such a wide range of children all at different levels of development. Another option would
be to create lessons that are aimed toward the young children and then add on accommodations to challenge the older children to think differently
about the lesson or activity.
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Early Childhood Education
Learning Experience Plan

Class Checklist

The student is able to match coordinating

Student Number animal pictures together based upon the The student is able to work with peers to
information they learned in the animal find their match
teeth book

17
12
16
13
11
14
10
15
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Early Childhood Education
Learning Experience Plan

Anecdotal Notes

Student Number Notes

16 I am so good at this game

Quietly and intentionally watched as other students flipped up the cards.

12 I got a match, I got a match

I am really hoping for the crocodile this time

Very interested in the lesson and constantly asked if it was his turn to try to find a match.
17 I remember where the camel is!

Very interested in the lesson and identified the animal pictures correctly.
15 Able to play the first matching game with us but had to leave for therapy before we finished the lesson.
11 Did not follow the instructions.

Uninterested in the activity.

Did not know the names of the animals.

13 Extremely invested in the matching game and watched intently to find the matching animals.

He was curious about the animals from the book and listened when I told him facts about the animals.

When talking about elephants, he kept motioning with his hands to imitate the tusks of an elephant.
14 Initially not interested in the activity and not following the rules.

When we switched to the memory game, she sat on my lap and wanted to find a match. She struggled to
remember which cards were already flipped up and was not able to find a matching set.
10 Not interested in the activity and talked instead of participating.