5/23/2013
Early Childhood Education
Name: Emily Anderson
Date: 4-2-19 Grade Level: Preschool
Standard(s)/Guideline(s): Domain: Cognitive and general Knowledge sub-domain: Science Strand: Science Inquiry and Application Topic Inquiry Standard
Statement: Explore objects, materials and events in the environment. And Make careful observations.
Pre-assessment of current knowledge: EKWQ chart and picture sort for what are ramps.
Instructional Objectives (2-3)
Two- Three Assessed
Instructional Objective(s): The
student will be able to...
-Identify ramps while on a walk
outside of the classroom.
-compare surfaces of ramps from
slide to wheelchair ramp.
- walk outside and follow directions
of the teacher.
One Assessed Developmental
Skill:
Cognitive-following directions and
using prior knowledge.
Safety Considerations:
We will be going on a walk outside
of the building around the school
which means we will have to have
buddies and we will have to make
sure that all children are present at
all times.
Learning Experience Template
Lesson Title: going on a Ramp hunt
Circle one:
Assessment of Student Learning
Identify Evidence:
I will take pictures when the children identify a ramp while
on the walk. I will also use a check list to check off weather
or not they identify ramps.
When back inside I will take note of the children identifying
textures of the ramps that were found to pre-assess for the
textures of ramps activity.
Program Monitoring:
I will use the check list to make a graph of the whole class
to see if they are able to identify ramps or if they need to
have more experiences with them before moving on to the
purpose of ramps and the surfaces of ramps.
ECE PKSN
Learning Experience
Academic Language:
Smooth, Rough, bumpy, incline plane, steep, force.
Procedural steps:
1. Make sure all children have signed permission slips
to leave the building on a walk.
2. Invite the parents and families to go with us on the
walk.
3. Make sure support staff members are available to
help the children with special needs on the walk.
4. Pair the children up with a buddy and have them hold
hands with their buddy when they get inline for the
walk.
5. When we leave the building there will be one teacher
in the front, two teachers in the middle and one
teacher in the back of the line to make sure that all
the children are safe.
6. We will walk on the sidewalk and look for the
sidewalk entrance ramps and talk about how they are
bumpy.
7. We will go to the playground and look for ramps such
as the slide and the ramp to get onto the play set.
8. We will talk about how the slide ramps are smooth
and the playset entrance ramps are rough.
9. We will take pictures of the ramps that the children
find as we go on the walk around the school.
10. When we get back into the building we will count all
the children and make sure they are all there.
11. We will then look at the pictures that we took on the
walk and see if they recall the textures of the ramps
that we found.
 5/23/2013
Early Childhood Education
Learning Experience Template

Authentic Materials: (Describe authentic real life, hands-on

materials.)
Real life ramps in use around the school, on the sidewalk and
on the playground. The children will be able to see and feel
these ramps as we go on the walk.

Adult Roles:
Teacher-lead the walk
Adult helpers/teacher aids-supervise the middle of the line.
Emily-walk along side the children and interact with them
when they identify ramps
Meagan-take notes of what the children say and what the
teachers say

Resources & References: