6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Delaney Nock Lesson Title: Learning our Senses with Mr. Potato Head!
Date: April 10, 2018 Grade Level: Pre-K (3-5 Years) Circle one: ECE PKSN
Standard(s)/Guideline(s):
Physical Well-Being and Motor Development: Identify and describe the function of body parts.
Social Communication (Implementation Guides): With modeling and support, follow typical patterns when communicating with others (e.g., listen to others, take
turns talking and speak about the topic or text being discussed).
Pre-assessment of current knowledge:
Teacher uses Mr. Potato Head as a resource to review prior knowledge of the senses. In a small group setting, the teacher will instruct each individual student to
identify one of the senses and take it off of Mr. Potato Head. After removing each part, the student will be responsible to identify the function of that sense.
Throughout the activity, the teacher can use a checklist to write down which students could identify their specific sense, and which students had challenge with it.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to…
● The student will be able to
identify each sense and
describe how it is used
through individual
questioning in a group
setting.
● The student will model turn
taking and further their
skills in speaking in a
group through choosing an
unknown graphic and
describing it to their
classmates.
One Assessed Developmental
Skill:
● The student will meet the
benchmark of self-
discovery through
identifying one of their
senses and how they use
it in their everyday life.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
● Teacher will collect anecdotal records of students
prior knowledge of Mr. Potato Head’s five senses.
● Teacher will collect a checklist of students’ to
monitor if they are meeting the objective of the
experience.
● Teacher will collect record each student’s responses
after choosing from the “mystery bin”.
● Teacher will collect completed individual booklets at
the end of the activity.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
● The teacher will compile a checklist to see which
students could identify their “mystery sense” and
relate it to their personal life.
● The teacher will compile the evidence into a bar
graph to determine the students who will need
additional instruction.
Academic Language:
● Senses
○ Touch, hear, smell, see, and taste.
Procedural steps:
● The teacher will present Mr. Potato Head to a small
group of students and ask them individually if they
know who he is.
● The teacher will point to one of the senses and ask
each individual student if they can identify the
specific body part and the sense connected to it.
● The teacher will record the students’ understanding
on a checklist throughout this activity to analyze if
objective is met.
● After each student has their turn, the teacher will
bring out a “mystery bin” where the students will take
a turn pulling one of the five “mystery senses”.
● As each student chooses their sense, they will
describe which one it is and how they use it in their
life.
● Teacher will record their response in their individual
booklets.
● After each student shares their response, the teacher
will instruct the students to glue their “mystery sense”
into their booklet.
● The teacher will finish the activity by collecting the
booklets and instructing the students to help with
clean-up.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Safety Considerations:
● The teacher will monitor Authentic Materials: (Describe authentic real life, hands-on
the students behavior materials.)
when they disassemble ● Mr. Potato Head
Mr. Potato Head. ● “Mystery bin”
● The teacher will monitor ● Pre-cut body part of the sense
student behavior when ● Class booklets
taking turns choosing from ● glue stick
the “mystery bin” and
using glue sticks. Adult Roles:
● The teacher will monitor student behavior and
regulate turn taking.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

I have learned many different things throughout the past few weeks while in the classroom at Rosa Parks Early Learning Center. I have adapted towards

working with many different levels of students, ranging from some who are very high functioning to others who are severely autistic. It has been an eye opening

experience in which I have learned how to transition my mindset when helping students who have a variety of challenges. Throughout this activity, I learned how to

adapt to the variety of levels of understanding with my students. Some students were very interactive, and could immediately name the five senses on Mr. Potato

Head, as well as participate in drawing from the “mystery bin”. However, there were other students who could not name any of the senses on Mr. Potato Head, and

were challenged by the activity of choosing from the bin and identifying the body part. For two specific students, they could not cooperate in the group setting and

needed individual instruction outside of the classroom in the hallway. Many of the high functioning students really enjoyed the activity and found the experience of

reaching from the “mystery bin” to be very exciting. I decided to review the senses with them prior to having to reach from the bin so that I could get an grasp on

their level of understanding before beginning. I really enjoyed being able to work with many different types of students because the experience changed with each

one. Most of the students were able to describe which body part I was pointing to, but not all of them could come up with something that they use their body part

for. There were students who answered appropriately and could name examples of what their eyes, ears, nose, mouth, and hands do. However, there were also
 6/12/2013
Early Childhood Education
Learning Experience Plan

students who struggled with relating their senses back to their everyday life and how they use them. When working with students who have Autism, I learned that

motivating them to concentrate on the activity was the biggest challenge. However, once bringing them out in the hallway and gaining their interest through

individual attention, they were willing to participate.

My experience with this lesson plan has helped prepare me for future instruction in my classroom. I learned how to adapt to working with various behaviors

by students at the same time. I recognized how to identify the students who might need additional instruction, and allow the students who are more independent to

work on their own. After presenting the lesson plan, I realized that I could have come up with accomodations for the students who are autistic and on IEP’s, and I

may have expected too much out of them. Throughout this experience it taught me the importance of being willing to meet the needs of your students and adapting

to many different academic levels. It is easy for teachers to create a lesson plan that only works for certain types of students, and forget to add in accomodations

for those who need it. As a future teacher, it is crucial to find the way to help a student so that they can learn in the best way possible for them. There will be

students who benefit from visual instruction, as well as other students who might need more hands-on activities. In terms of working in a classroom that is inclusive

of students with special needs, it is important that the teacher is willing to take the time to give them the additional attention that they depend on in order to learn.