Child Development /Early Childhood Education

San Jacinto College

Learning Experience (Science/ Sensory)

Student’s Name: Robin Spencer Date: 11-25-20

Age(s) 4-5 Number of children: small group 5-6

Location in the Classroom: indoors at tables

Title of Experience: How Does It Feel?

Intended Goals: Students will sort objects using their sense of touch, observe and describe patterns, sorts
objects that are the same and different, uses sense of touch to investigate, describe and discuss the
characteristics of objects

Materials:
 Two pieces of construction paper
 Objects to be classified as rough or smooth
o Examples of rough items: rock, sandpaper, rope, tree bark, brick, pinecone, nail file
o Examples of smooth items: satin, silk, Styrofoam, paper, ribbon, magnet, plastic spoon
 Basket or container
 Three blank cards
 Marker

Processes: First I will make sorting mats with by labeling each piece of construction paper with the words
rough and smooth at the top of each sheet. Then I will make science vocabulary card for each word (scientist,
rough, smooth, senses, touch) I will add examples or pictures to each vocabulary card. I can add sandpaper to the
rough card and tinfoil to the smooth card) Then gather all rough and smooth materials and put them I a basket or
container. I will tell students they will be scientist today and describe what is a scientist. I will tell them that scientist
sometimes use their sense of touch to when learning about objects. Then I will show my rough and smooth cards
with the tinfoil and sandpaper and model what they are supposed to do and explain that rough means that
something feels bump or scratchy and that smooth does not feel bumpy or scratchy.

Teaching Strategies: I first model and explain the activity. Then I will use guided practice and have
students take turns picking an item from the basket and using their sense of touch to decide if that
item is smooth or rough and placing it on the correct mat for rough or smooth. I will use prompts to
help children use their sense of touch or to help them describe the object they are holding. I can use
scaffolding as needed to help them figure out if the item is smooth or rough by relating back to the
tin foil and sandpaper. Then finish up by reviewing vocabulary cards and reminding them they used
their sense of touch to learn about objects.

Developmentally appropriate: This activity is appropriate because it uses science and sensory to
describe and leaning about objects. The students sort objects in different groups and use appropriate
language to describe them.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Language and Literacy)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s): 4-6

Number of children: small group 5-6 students

Location in the Classroom: indoors at tables

Title of Experience: Digging for Sounds

Intended Goals: Students will identify the beginning letter sound of objects.

Materials:
 Two different plastic/magnetic letters or letter cards (uppercase) for target letters for activity
 Large plastic tub/ container
 Sand, oatmeal, or rice
 10-20 small objects or small picture cards that have the same initial sound of the target letters

Processes:
First, I will pick target letters. This time I will use N and T. I will use objects that start with the same letter sound
and bury them into the sand. Then I will start by telling students that they get to dig for an object that is buried in
the tub and will practice their beginning sounds for the objects. Then I will model the activity by first digging out an
object that begins with N. I will show them the letter N. I will tell them the sound letter N makes. I will have them
repeat it back to me. I will ask if they can tell me if they know any words that make the N sound at the beginning. If
N I can use offer scaffolding to assist with examples. I will repeat the modeling using the letter T. Then I will let
each student take turns pulling out objects. I will ask what the object is, if they can tell me the beginning sound,
and if they know what letter it starts with.

Teaching Strategies: I will model and explain the activity then I will move to guided practice. I will
offer scaffolding since this activity is more challenging. I can offer support by repeating how to make
the letter sounds. I can also give the child a choice between the two sounds and I say the two-letter
sound N and T. I will offer praise and at the end I will review what they learned about letter sounds
N and T and give examples of those sounds.

Developmentally appropriate for that age group: This activity even though it may be challenging
for some, is appropriate for this age group because it meets language and literacy standards. It enforces
print knowledge and letter sounds.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Creative Arts)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 3-5

Number of children: small group 5-6

Location in the Classroom: indoors at tables or learning center

Title of Experience: 3D Art Building

Intended Goals: Student will imagination and creative play to build something using props. They will use
hands and following directions and use books/ pictures to get ideas.

Materials: Art materials, blocks, or shapes made from cardboard, beads, crayons, markers, paper and books
or pictures of buildings

Processes: First I will tell students they get to design their own building using art materials. I will show them
some the pictures and book of examples of building. Then I will talk about what buildings look like, ask if they
see patterns, use math skills to count wall, door and windows. Then I will give them the art material and tell
them they are to create their own buildings.

Teaching Strategies: I will offer minimal guidance to allow for free creativity and for them to use
their own imaginations. If needed I use scaffolding to discuss shapes, patterns, walls, doors,
windows and point out pictures from books. I can ask them took look at the art materials and what
they could use to make that same shape or pattern.

Developmentally appropriate for that age group: This activity appropriate for this age group in that
it allows for creative thinking and use of their imaginations. Students use a variety of art materials and
for sensory experience and art exploration.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Fine motor – Indoor)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 4-6

Number of children: small group 5-6

Location in the Classroom: indoors at tables

Title of Experience: Color Pattern Bead Necklace

Intended Goals: Students will use fine motor skills such as pinching finger grip. They will make patterns using
color beads.

Materials:
 Color beads
 Yarn 18 inches in length (enough for each child and teacher) or pipe cleaners
 Tray for items to set the beads that need to be put onto the string

Processes: First model how to thread beads onto yarn or pipe cleaners. Show how to make patterns using
different colors. Then allow students to pick 2 different color beads to use to make their necklace. The students
will practice their fine motor skills by placing beads on the yarn or pipe cleaners. Continue to encourage them
to make patterns.

Teaching Strategies: I can model threading onto yarn and pipe cleaners. I can use guidance to
encourage patterns and ask them questions like what color would come next. I can ask them to name
the colors they choose.

Developmentally appropriate for that age group: This activity is appropriate for this age group
because it meets the needs of fine motor skills buy using the finger pinching grip and threading onto
string.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Gross Motor – Outdoor)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 3-5

Number of children: Whole group

Location in the Classroom: Outside in open area

Title of Experience: Color Freeze Tag

Intended Goals: Students will use gross motor skill and movement like running, turning, stopping to play tag.
They will use color recognition skill and they will follow directions.

Materials:
 Outdoor / open area
 Color cards
 Different color sports pennies

Processes: The students will play a normal game of tag. However, when the students get tagged, they are
frozen until the teacher hold up the color card of the shirt they are wearing. If needed to give color options for the
students, you can use sport pennies of different colors to have students wear over their clothing. To give more of a
challenge you can just write the name of the color on the card to use color word recognition.

Teaching Strategies: Give directions and model tag game with a few students to show how the
game is played. I can make it more challenging by using the color word cards instead of the color cards. I
can also switch this game up with numbers or shapes.

Developmentally appropriate for that age group: This activity is appropriate for this age group
because the students are using gross motor skills for movement. They are walking, running, turning, and
stopping. They are having to follow directions and use color and word recognition skills.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Self Concept)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 3-5

Number of children: small group or whole group

Location in the Classroom: indoors at tables

Title of Experience: My Family

Intended Goals: The students will learn about self and family members and identify members of their family.
They will draw and describe themselves and members of their family.

Materials:
 Paper
 Colored pencils, crayons, markers (include different skin color variety)

Processes: First introduce families and that families can make up two or more people who help, love, and take
care of each other. I will model and explain the activity by showing them a picture I drew of myself and my
family. I can also show them some pictures of other families (with a variety of family types). Then have
students draw themselves and their family members. Then have students share their family drawings with the
class and describe their families.

Teaching Strategies: I will model and explain activity with a drawing of my own family. I will describe
my family members, our heritage, culture, and activities we like to do together or some traditions we
may do together. I can reassure children who may be frustrated with their drawing ability and help
them label their family members for them to be able to discuss later. I can ask questions to help
enhance a student’s response during sharing time. I will accept how children define their families.

Developmentally appropriate for that age group: This activity is appropriate because it covers the
area of self-concept. It helps students recognize themselves as unique and having their own family. It
gives each student a sense of belonging and pride in their self-expression and representation.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Emotional Skills/ Regulation)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 3-5

Number of children: Whole group

Location in the Classroom: indoors at circle time area

Title of Experience: Calming Our Brains and Bodies

Intended Goals: Students will learn to know when they need to calm their brains and bodies and what
techniques to use to help themselves calm down. They will learn to identify different emotions and help
themselves calm down.

Materials:
 Chart – labeled with each calming technique
 Glitter bottle/jar or snow globe
 Pinwheel
 Cotton ball
 Cooked spaghetti

Processes: First show students the chart with the five ways to calm down my brain and body. The five
techniques are slowly count to ten, take deep breaths, noodle stretch, animal stretch, and take a break. You
can add a picture to each one to help students remember each technique. Next model and explain their
feelings and emotions by using the glitter bottle or snow globe. Then model and explain each calming
technique and show pictures. Give examples of different times that feelings or emotions can become
overwhelming and what technique would be good to try.

Teaching Strategies: Model each technique and use the materials to help explain or describe
feelings or describe the calming techniques. During whole group times pick a student to model one of the
ways to calm down from the chart. This should be practiced multiple times during the days over several
days or weeks. Another way to help enforce this practice would be to give students an example of
situation in which feelings were high and ask which technique they would choose from the chart and then
have them model it for the class.

Developmentally appropriate for that age group: This activity is appropriate because it helps
students learn to manage emotions independently. It helps them learn to regulate their own behavior and
to learn to communicate their emotions and feelings.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Social Skills)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 4-5

Number of children: whole group or center time

Location in the Classroom: at centers station

Title of Experience: Pretend Hospital

Intended Goals: The students will use role-playing to demonstrate patient care by pretending to be doctors,
nurses, and patients. The students will use imagination in play and interactions with other students. They will show
care, concern, and empathy for others. They will discuss responsibilities of community helpers.

Materials:
 Role play items such as scrubs, lab coats, face masks, shoe covers, gloves, thermometer, blood
pressure cuff, stethoscope, bandages, patient charts or notebook.
 Pencil

Processes: First introduce and discuss with students’ hospitals and community helpers that work or use
hospitals such as doctors, nurses, and patients. Read a book about doctor and nurses. Model a few role-playing
scenarios with the children and ask questions to help guide them in the role-playing process. Then allow students
to role play freely using their imagine and what they learned from the discussion. Make sure to check in on
students and offer guidance and questions to expand their learning experience.

Teaching Strategies: Explain the responsibilities of doctors and nurses. Give examples of why
people would need to go to the hospital or see a doctor or nurse. Model concern and caring behavior
and encourage students to imitate it. Talk to students about showing empathy for others and caring
for each other.

Developmentally appropriate for that age group: This activity is appropriate because encourage
children to use their imagination in play. It encourages them to interact with other students. It teaches
students how to express care and concern for others.

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 Child Development /Early Childhood Education
San Jacinto College

Learning Experience (Mathematics)

Student’s Name: Robin Spencer

Date: 11-25-20

Age(s) 3-5

Number of children: small group

Location in the Classroom: indoors at tables

Title of Experience: Duplos blocks or Snap Cube Math

Intended Goals: The students will count 1-10 and they will use blocks to make sets or take apart to make
smaller sets. They will work on number recognition and patterns.

Materials:
 Duplos blocks or counting snap cubes
 Math block picture cards with different patterns of Duplos or snap cubes
 Number cards

Processes: The students will use the math block picture cards to make matching patterns. They will then
count the block and match the correct number card with that picture and the model they made.

Teaching Strategies: Model and explain the activity with the teacher first picking a picture card and
making the pattern on the card, then the teacher will count the blocks or cubes and then match the
correct number card to their model. Then use guidance and have each student take turns picking a
card to make their pattern model, count the blocks or cubes, and match the correct number card. You
can add to this activity by asking questions what if you add your model of blocks to the student next to
you how many blocks would there be or you can take away blocks and ask them to recount and tell
you how many blocks they have now.

Developmentally appropriate for that age group: This activity is appropriate because students are
counting, learning number recognition, making patterns, and learning to add or substract blocks from
their model.

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