After completing the reading assignments for Lesson 1, you will have learned a lot about lesson planning. Use the Basic Science Lesson Plan components outlined in the textbook ― topic/concept, objective, materials, advanced preparation, procedure, evaluation and extension ― to write a science lesson plan appropriate for use in an early childhood classroom. (You do not have to include the “Goal” component in your lesson plan.)
After creating the lesson plan, list at least two extension activities. Your extension activities should include activities that involve different multiple intelligences other than that addressed in the lesson plan activity. Do not use the same multiple intelligence for both activities. Put the name of the corresponding intelligences in parenthesis at the beginning of the activity so it is clear which of the multiple intelligences you are involving. Refer to your textbook to find the list of Gardner’s multiple intelligences.
A note about writing your objective:
Though the textbook suggests beginning your objective with, “The child should be able to…”, in the real world of teaching, your objective would have to be aligned with a state standard. Please find an appropriate state standard from the Georgia Performance Standards at www.georgiastandards.org that your lesson plan will meet.
For example, here is a science standard for kindergarteners in Georgia:
STANDARD SKP1 Students will describe objects in terms of the materials they are made of and their physical properties.
ELEMENT a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).
ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility)
If the concept you want to teach is that various objects feel different from one another, the standard you would be meeting would be:
SKP1 ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).
A breakdown of what is expected in your assignment is below.
Concept: This is stated in complete sentence(s) and is appropriate for an early childhood classroom.
Objective/ Standard: This states a specific state standard.
Materials: Lists all materials used in the procedure.
Advanced Preparation: This includes all tasks that must be completed by the teacher before the lesson.
initiating activity This is an activity, story, song etc. ... used to get the children’s attention and interest in the topic.
how to do it This section provides thorough step-by-step directions on how to complete the activity with the students.
Evaluation:
Includes at least 3 questions you will answer to determine the success of the activity and the children’s level of interest and learning.
Extension: Includes two activities that each addresses one or more different multiple intelligences then the activity in the lesson.
Part 2
Reflect on your past experiences in science classes. You can refer back to a specific grade level or teacher, as well as multiple grade levels or teachers. Which were the most exciting science units you were exposed to? Which were the most boring science units you were exposed to? Do you remember what made a unit exciting or dull? Think back to the interactive, engaging, and hands on learning experiences and activities that your teachers implemented
After creating the lesson plan, list at least two extension activities. Your extension activities should include activities that involve different multiple intelligences other than that addressed in the lesson plan activity. Do not use the same multiple intelligence for both activities. Put the name of the corresponding intelligences in parenthesis at the beginning of the activity so it is clear which of the multiple intelligences you are involving. Refer to your textbook to find the list of Gardner’s multiple intelligences.
A note about writing your objective:
Though the textbook suggests beginning your objective with, “The child should be able to…”, in the real world of teaching, your objective would have to be aligned with a state standard. Please find an appropriate state standard from the Georgia Performance Standards at www.georgiastandards.org that your lesson plan will meet.
For example, here is a science standard for kindergarteners in Georgia:
STANDARD SKP1 Students will describe objects in terms of the materials they are made of and their physical properties.
ELEMENT a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).
ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility)
If the concept you want to teach is that various objects feel different from one another, the standard you would be meeting would be:
SKP1 ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).
A breakdown of what is expected in your assignment is below.
Concept: This is stated in complete sentence(s) and is appropriate for an early childhood classroom.
Objective/ Standard: This states a specific state standard.
Materials: Lists all materials used in the procedure.
Advanced Preparation: This includes all tasks that must be completed by the teacher before the lesson.
initiating activity This is an activity, story, song etc. ... used to get the children’s attention and interest in the topic.
how to do it This section provides thorough step-by-step directions on how to complete the activity with the students.
Evaluation:
Includes at least 3 questions you will answer to determine the success of the activity and the children’s level of interest and learning.
Extension: Includes two activities that each addresses one or more different multiple intelligences then the activity in the lesson.
Part 2
Reflect on your past experiences in science classes. You can refer back to a specific grade level or teacher, as well as multiple grade levels or teachers. Which were the most exciting science units you were exposed to? Which were the most boring science units you were exposed to? Do you remember what made a unit exciting or dull? Think back to the interactive, engaging, and hands on learning experiences and activities that your teachers implemented
