Objects and Perform Tasks Requiring Precise Movements

3/7/2017
Early Childhood Education

Learning Experience Plan
Name: Peyton Bernard Lesson Title: Physical Fish

Date: April 25, 2017 Grade Level: Pre-Kindergarten
Standards/Guidelines: Physical Well-Being: Body Awareness: Identify and describe the function of body parts.
Science Inquiry & Application: Inquiry: Explore objects, materials and events in the environment.
Science Inquiry & Application: Inquiry: Make careful observations
Science Inquiry & Application: Inquiry: Engage in simple investigations
Science Inquiry & Application: Inquiry: Record observations using words, pictures, charts, graphs, etc
Motor Development: Small Muscle: Touch, Grasp, Reach, Manipulate: Coordinate the use of hands, fingers and wrists to manipulate
objects and perform tasks requiring precise movements.
Pre-assessment of current knowledge: Students have had the book Swimmy by: Leo Lionni
Students have watched a video about schooling fish & then moved around the classroom as a group of schooling fish
Students drew pictures of their classroom fish in their fish journal
Students were introduced to books about fish body parts labeling them as a class and discussing how they help
fish swim
Students were given pictures of fish to label and added to their fish journal
Students went fishing and worked on fine motor skills, color recall and counting
Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

Assessed Instructional Identify Evidence: (What will you collect or record as data Academic Language:
Objective(s): The student will be to demonstrate students have met your objective(s) and Scales
able to... skill?) Fins
Gills
Explain the function of body parts Take pictures and use a checklist Tail
fins: help swim As evidence to determine if the students have met the Eye
scales: like skin, protective objectives, the educator should take pictures throughout Mouth
layer the activity, create a checklist to document throughout the Dorsal
process which students are mastering and which students Pectoral
Explore the fish with their hands, seem to be struggling with the concepts. And at the end of
allowing them to have a hands-on the lesson, review what has been documented throughout Procedural steps:
approach the activity.
Students will be split into two groups to allow more room
Make observations about the fish Program Monitoring: (How will you aggregate or compile around the table for students to have a good view and be
smell, texture, physical your evidence into a class or group view? This is not how able to be hands on.
attributes to display childrens work) Brought in by the teacher real fish from the supermarket
are placed in front of the students.
Engage in the investigation of the Use the checklist to observe and look at the whole group The students are then asked about different parts of the fish
fish, allowing for them to touch it -Identify through a checklist which students have grasped pre-investigation questions
and make observations and understand the different parts of a fish, and are able to The students are then encouraged to touch and handle the
communicate it verbally. fish, allowing for them to be hands on.
Tell us verbally attributes of the The teacher then goes over the different parts of the fish,
fish, then being documented for Analysis: (What have you learned about your students? asking questions to encourage student questions and
3/7/2017
Early Childhood Education
Learning Experience Plan
the students to see. How will this inform future instruction?) answers.
One Assessed Developmental After this lesson, an educator should have a good idea of Authentic Materials: (Describe authentic real life, hands-on
Skill: (Social, Emotional, Physical, his/her students knowledge and understanding of basic materials.)
Language, or Cognitive) functions of fish anatomy (fins, gills, scales, tail) -Physical Fish (quantity may vary depending on class size)
For future instruction, the educator can incorporate these -Pan for fish to be placed on
Language: Students will be able to words (colors and counting) into daily discussion or -Soup & Water have students wash hands thoroughly
use their verbal skills to express to questions for those that may be struggling. Along with before and after handling
peers and the teachers what they incorporating activities that may encourage the use of fine
have explored and discovered motor skills.
while handling and exploring the For those that are more advanced, the educator could have Adult Roles:
fish. the student answer questions on a worksheet, or have Adults should supervise the student to oversee that they are
them verbally express to the teacher what different parts of sharing the fish and everyone is able to touch if they want to
Safety Considerations: the fish help them/what theyre used for? Supervise that students dont put their hand in their mouth
Teachers should be aware of the For those struggling, the teacher could have them work
students crowding around the fish, with a partner to help express what different parts of the
along with preventing the students fish do, or present them with a fish that is not real.
from putting their hands in their For those with special needs, the teacher could give them
mouths while handling the fish. their own fish (if expenses allow) allowing them to not be
overcrowded and allowing them to move at their own pace.
Resources & Reference:
https://www.fs.usda.gov/detail/r6/learning/kids/?cid=fsbdev2_027478
http://study.com/academy/lesson/fish-anatomy-lesson-for-kids.html
https://www.google.com/search?q=fish+anatomy+for+kids&tbm=isch&imgil=0PLujsFHn6ZhnM%253A%253BwJr3hCe7jyqejM%253Bhttp%25253A%25252F
%25252Fwww.enchantedlearning.com%25252Fpaint%25252Fsubjects%25252Ffish%25252Fprintouts
%25252FFishcoloring.shtml&source=iu&pf=m&fir=0PLujsFHn6ZhnM%253A%252CwJr3hCe7jyqejM%252C_&usg=__tTdC-xgaKKXZO0YBSEcmWcQl_9c
%3D&biw=1517&bih=708&ved=0ahUKEwjy_Zf6r8LTAhVl7YMKHZKJBrIQyjcIMA&ei=TrQAWfKeK-XajwSSk5qQCw#imgrc=0PLujsFHn6ZhnM:
https://www.google.com/search?q=fish+anatomy+for+kids&tbm=isch&imgil=0PLujsFHn6ZhnM%253A%253BwJr3hCe7jyqejM%253Bhttp%25253A%25252F
%25252Fwww.enchantedlearning.com%25252Fpaint%25252Fsubjects%25252Ffish%25252Fprintouts
%25252FFishcoloring.shtml&source=iu&pf=m&fir=0PLujsFHn6ZhnM%253A%252CwJr3hCe7jyqejM%252C_&usg=__tTdC-xgaKKXZO0YBSEcmWcQl_9c
%3D&biw=1517&bih=708&ved=0ahUKEwjy_Zf6r8LTAhVl7YMKHZKJBrIQyjcIMA&ei=TrQAWfKeK-XajwSSk5qQCw#imgrc=vhzJbznh5G2r_M:

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3/7/2017

Early Childhood Education

Name: Peyton Bernard Lesson Title: Physical Fish

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

Resources & Reference:

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