Using the two activity plans below write a 1 ½ -2 page summary on how you think the children would react to each plan
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Get Help Now!EARLY CHILDHOOD EDUCATION PROGRAM
LESSON/ACTIVITY PLAN
Name: _ _ Date: _11/26/2016_ Age Level: 5___
Central Focus/Rationale: Is a great way to help children recognize their shape. With this math activity the child will match the shape while helping them to identify the two side by placing them side by side.
Lesson/Activity: Making Shape
Standard(s): B.EL. 3 Explores, recognizes, and describes shapes and spatial relationshipsObjectives: A learning objective should describe what students should know or be able to do at the end of the lesson that they could not do before. Learning objectives should be about student performance and must have measurable criteria.Content objectives:1. Children will be able to identify shape2. Children will be able to compare shapes3. Child will be able to decompose shapes.Participation objectives:1. Child will match the two of the shape together2. Child will identify the shapeVocabulary objectives:1. Children will learn the different shape names2. List content specific vocabulary the children need to know: Circle, square, rectangle, oval, triangle, star, octagon, and diamond.Assessments: Attach each assessment and associated evaluation criteria/rubric at the end of the lesson plan. Each objective must be linked to at least one assessment. Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s).Type of Assessment(Formal/Informal;Formative/Summative)ObjectivesList the #(s) of the objectives being assessedDescription of assessment – Describe the evidence (learner products and performances) you will use to assess learningAdaptations to the assessments so that all learners can demonstrate their learningEvaluation Criteria What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?Feedback – What feedback will you give the learners?informal20 sticksAnd markersEach child will have a will have 20 sticks to complete their own matching game.Each child will have to draw their own shapes.This lesson allows me to observe how well my students know and recognize they shapesLet them know they did a great job making their own matching game and encourage them to go home play with their family.EARLY CHILDHOOD EDUCATION PROGRAMLESSON/ACTIVITY PLANName: Date: 11/27/2016 Age Level: 5yrsCentral Focus/Rationale: this activity is a great way to help the children learn how to record date and also teach them the difference between more and less.Lesson/Activity: Fall bar graphStandard(s): B.EL.1 Demonstrates understanding of numbers and countingB.EL.6 Collects, describe and record information using all senses.Objectives: A learning objective should describe what students should know or be able to do at the end of the lesson that they could not do before. Learning objectives should be about student performance and must have measurable criteria.Content objectives:4. Children will be able understand more and less5. Children will be able to collect and record data.6. Children will be able to what is the sum of numbers objects.Participation objectives:3. Children will count the number of objects4. Children will record the shade in the total of object count on the bar graph.Vocabulary objectives:3. children learn mathematical term for number sums4.5.List content specific vocabulary the children need to know: less than, more than, total, record, shade, apple, acorns, leafs.Assessments: Attach each assessment and associated evaluation criteria/rubric at the end of the lesson plan. Each objective must be linked to at least one assessment. Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s).Type of Assessment(Formal/Informal;Formative/Summative)ObjectivesList the #(s) of the objectives being assessedDescription of assessment – Describe the evidence (learner products and performances) you will use to assess learningAdaptations to the assessments so that all learners can demonstrate their learningEvaluation Criteria What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?Feedback – What feedback will you give the learners?formalFall bar worksheetEach child will have a fall bar graph worksheet. That we will be completed together in a large groupEach child will have a fall bar graph worksheet. That will be completed during our large group.This lesson allows me to see how well my students can count and record data.I will correct the student work and give them sticker based on their answer correct.Prior academic knowledge and concepts: What must your learners already know to be successful? Are there any gaps? How will you scaffold for the learners who do not possess the requisite prior knowledge?Materials/Resources: fall bar graph worksheet, coloring crayonsReferences: education stationIntroduction: let the children watch a math video before getting started on math worksheet https://www.youtube.com/watch?v=tjcRW7wDHnA . After watching the videos I’ll explain to the children about counting and recorded data on graphs.Basic Procedures/Instructional Strategies: Consider how the strategies support your objectives. Also, consider theorists, grouping strategies and multiple modalities.1. Watch the video on math2. Have the children take out their crayons.3. Pass out the Fall bar graph worksheet4. Put a copy of the work sheet on the overhead5. Start counting the different objects one by one and have the children shade to the sumsDifferentiation to support diverse learners: (Content, Process, Product) I will go over the worksheet on the overhead to make sure that the children all have the correct numbers recordedClosure/Extensions/Transition: Consider ways to extend the concepts into centers/play1. Set out extra graph chart in the math center for the child to do.2.3.Reflection of teaching:Complete this section after you teach. Use the space below and consider the following questions as a guide for your thinking.How did your instruction engage and motivate the learners?How did your instruction support learning for the whole group and for individual learners?How did you respond to each learner and give him/her feedback regarding the lesson?What changes would you make to your instruction to better support the learners related to the lesson objectives and goals? Why do you think these changes would improve learning?Based on how your lesson went, what would you recommend as the next steps for instruction?Describe how your instruction linked children’s’ development, prior learning and personal, cultural and community assets with new learning.Activity PlanFor use with lessons that include small groups, workstations, centers, or play. Use as needed.Prior academic knowledge and concepts: What must your learners already know to be successful? Are there any gaps? How will you scaffold for the learners who do not possess the requisite prior knowledge?· Materials/Resources: At least 20 craft sticks (make sure you have an even number and maybe even some extras in case of mistakes· Markers in assorted colorsReferences: education stationIntroduction: let the children that will be creating our very own shape game that will make it easier for us to recognize different shapes and their special characteristics.Basic Procedures/Instructional Strategies: Consider how the strategies support your objectives. Also, consider theorists, grouping strategies and multiple modalities.1. Gather all your materials2. Place two craft sticks directly next to each other.3. Help the children draw a shape on the two sticks. Try to split the shape equally between the sticks.4. Help the children draw a shape on the two sticks. Try to split the shape equally between the sticks.5. Repeat step 2 until the children has created as many shape stick pairs as they want.6. Have her mix up the sticks.7. Encourage the children match the sticks to create shapes.8.Differentiation to support diverse learners: (Content, Process, Product) I will have picture of the different shapes up around the room so the kids will have visual aids ups.Closure/Extensions/Transition: Consider ways to extend the concepts into centers/play1.as we get ready for dismissal I have each child give me the name a different shape before getting theirs.2.3.Reflection of teaching:Complete this section after you teach. Use the space below and consider the following questions as a guide for your thinking.How did your instruction engage and motivate the learners?How did your instruction support learning for the whole group and for individual learners?How did you respond to each learner and give him/her feedback regarding the lesson?What changes would you make to your instruction to better support the learners related to the lesson objectives and goals? Why do you think these changes would improve learning?Based on how your lesson went, what would you recommend as the next steps for instruction?Describe how your instruction linked children’s’ development, prior learning and personal, cultural and community assets with new learning.
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