Early Childhood Education

Learning Experience Template

Name: Chloe Miller Lesson Title: Movement lesson plan

Date: 3/12/2024 Grade Level: Toddler Circle one: ECE PKSN
Standard(s)/Guideline(s):
Creative development: 1.b. 1. Responds to a variety of sounds
Standard(s)/Guideline(s):
Cognitive Development: 1.a. 2: Anticipates next steps in simple, familiar routines and games.
Pre-assessment of current knowledge: Students show interest towards movement in groups and how they can hold hands and walk together.
Students know that certain songs require movement.

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

One/Two 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 - Circle
able to... skill?) - Right
- Left
1. The student will be able to - During the activity I will make note of what students - Move
stand in a circle next to move on que and which ones delay movement - Up
their classmates. - I will take note of which students need more - Down
2. The students will be able guidance for the activities - Head
to rotate in a circle after - I will also look at whether or not students show that - Shoulder
connecting hands with they have some prior knowledge of the material - Knee
their classmates used - Toe
One Assessed Developmental Procedural steps:
Skill: Program Monitoring: (How will you aggregate or compile 1. When students are arriving to the classroom have
your evidence into a class or group view?) music playing in the classroom
- Standing in a circle and 2. As students are engaging in center-based free play,
then moving to the right or - The class will be participating in the activity together have music playing and start doing basic movments
left when a song starts. - In order for me to review it, I will have another with it like pointing or jumping
Safety Considerations: teacher record the movement activity so that I can 3. Invite students over and have them stand in a circle
- Make sure environment rewatch it 4. Play the song “ring around the rosie”
space is clear - After rewatching it I will make note of those who 5. Join hands and have students start walking in a circle
- Make sure students are seem to grasp the music and those who seem like and when the music stops sit down and have the
spaced out they haven’t had an introduction to it before students sit down
- Make sure there is nothing - Lastly I will evaluate the class as a whole and 6. If the students would like to do that again allow them,
that the students could trip determine overall, how the activity went. do it 2-3 times
over. 7. Next introduce students to head, shoulders, knees
Differentiation: and toes
- Close proximity to the teacher 8. Ask students point to their head, point to yours as
- Make sure music played can be heard by every well
student 9. Ask students to point to their shoulders, point to

Rev. 1/2024
 Early Childhood Education
Learning Experience Template

- Movements are slow and gradual yours as well

- Students can see the teacher while moving. 10. Ask students to point to their knees, point to theirs as
well
11. Ask students to point to their toes, point to yours as
well
12. Ask students to point to their eyes, ears, mouth and
nose, point to yours as well
13. Next play the song “head, shoulders, knees and toes”
14. Begin by playing a slow version of it and repeat the
movement that you had them practice before starting
the song
15. Play a slightly faster version and repeat the same
movements
16. After the song is over ask the students to point out
their head, shoulders, knees, toes, eyes, mouth,
ears, nose, but out of order

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

materials.)
- Music/YouTube video
- Dots for them to stand on

Adult Roles:
- One teacher will be leading.
- The other teachers will be participating in the activity
and assisting students when needed.
- The other teachers will also be recording the video as
needed and taking notes of anything that needs
documented.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)
After this lesson, I hope that my students engage more in movement connecting to songs. Connecting a song to pointing out different parts of their body can help
them establish where they are and what they do early on. Students will also be working on their motor skills including moving in a direction the teacher establishes.
This will help inform my future instruction because I will have a better idea of which students have sufficient motor skills and which do not and how I can help my
students work on their motor skills through movement and interactive songs.

Rev. 1/2024