3/7/2017
Early Childhood Education
Name: Charlotte Froehlich and Natalie Lutz
Date: March 16, 2017
Two Standards/Guidelines:
Number Sense and Counting- C17: Demonstrate one-to-one correspondence when counting objects up to 10.
Physical Well-Being and Motor Development- A11: Nutrition- Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy
Pre-assessment of current knowledge: Knowledge of counting up to 10.
Instructional Objectives (1-2)
Two Assessed Instructional
Objective(s): The student will be
able to...
The students will be able to identify
the number of grams of sugar on
the paper coinciding with the food
item.
The student will be able to use
their small motor skills to transfer
the cubes from the bowl to the
plate.
The students will be able to count
numbers out loud.
One Assessed Developmental
Skill: (Social, Emotional, Physical,
Language, or Cognitive)
Cognitive
Safety Considerations:
Allergies against brown sugar
cubes
Learning Experience Plan
Lesson Title: Sugar Cube Counting
Grade Level: PRE-K
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will have a check list of the students names with the
developments listed alongside of them. I will then check off if
the student was able to accurately count the sugar cubes
that identifies the number of sugar grams in each food item.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view? This is not how to
display childrens work)
I will compile a chart that compares and identifies how much
of my group is on track. Those who are on track will receive
a check, those who are progressing, and those who have
not yet mastered it. This will be represented in a pie graph.
Analysis: (What have you learned about your students?
How will this inform future instruction?)
This will inform me where my students stand with counting.
If my students are not able to complete this activity, I will
know I have to continue working on numbers with them.
Differentiation:
I will assign the bigger numbers to the students who are
more proficient with numbers, and the smaller numbers to
those who are still progressing.
Student Grouping:
The groups are split into two groups, one of a higher
learning level and one of the lower. The lower learning level
identifies number 1-10, while the other group has numbers
ranging from 1-30.
Learning Experience
Academic Language:
Teeth, Sugar, Grams, Count, Cavities, Healthy, Nutrition
Procedural steps:
-Ask the student if they remember what the book was about
-Introduce that sugar can cause cavities in our teeth
-Show them the pictures with the food item on them: ask
specific students what the food item is and what the number
says
-Have each student match up the number on their paper to
the number on the bowl filled with sugar cubes
-Each student counts out the sugar cubes as they move them
from the bowl onto the paper
-Then, ask students which foods have less sugar by
comparing to of the sheets
-Review that the foods with more sugar are worse for your
teeth, so the students should eat foods that have less sugar.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
-Box of brown sugar cubes
-Paper with Broccoli, Green beans, coco puffs, Hersheys
syrup, apple, raspberry, Snickers bar, and Coca-Cola with the
corresponding number of grams in each.
Adult Roles:
-facilitate discussion by asking the students to count the
number that matches the food item.
-encourage children to count out loud with positive feedback
 3/7/2017
Early Childhood Education
Learning Experience Plan

These are small groups of 9

Resources & Reference:

Stradley, L. (2016, November 03). Food Nutrition Chart, Food Calorie Chart, Whats Cooking America. Retrieved April 06, 2017, from
https://whatscookingamerica.net/NutritionalChart.htm

Reflection:
I learned that the students I work with are at very different levels in their education. In addition, the age differences vary from age 3-5, so there is a vast gap in
development. I thought the counting activity was necessary for the students because my Cooperating Teacher informed me that they need more practice with
counting. Some of the students could easily count, however some struggled immensely. This will change my future instruction by giving the students who struggle
with counting much easier numbers (such as 1,2 and 3) and giving the more advanced students higher numbers (such as 10,11 and 12).