6/12/2013

Early Childhood Education

Learning Experience Template
Name: Rachel Brunner
Lesson Title: Kitchen Band
Date: 3/17/2016
Grade Level: Preschool
Circle one:
ECE
PKSN
Standard(s)/Guideline(s): Creativity Innovation and Invention: Use imagination and creativity to interact with objects and materials; Physical Science
Exploration of Energy: With modeling and support, explore the properties and characteristics of sound and light.
Pre-assessment of current knowledge: Ask students to identify how different instrument groups make sound percussion (hitting, shaking); woodwind (blowing);
string (strum); brass (blowing)
Instructional Objectives (1-2)

Assessment of Student Learning

One/Two Assessed Instructional

Objective(s): The student will be
able to...

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)

Manipulate different items (oatmeal

jar (with oats inside), large pot,
wooden spoons, paper towel tube)
to make sounds.

Create a graph with students name and see if they are able
to identify one or two ways to manipulate an kitchen band
instrument:

One Assessed Developmental

Skill:

Student 1
Student 2

Students will be able to explore

different items (listed above) and
use imagination and creativity in
interactions with materials and
objects.

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)

Safety Considerations:
None

Shaking
Blowing

Tapping
TA - hitting

Make a check list of the standards and check off if the

student it able to meet each standard.

Learning Experience
Academic Language:
Percussion, woodwind, string, brass, instruments, sound
Procedural steps:
1. The teacher will have the students sit down in circle after
breakfast with the Have a seat song.
2. The teacher will have a variety of instruments (drum,
guitar, maracas, kazoo) and ask the students how each
instrument makes sound.
3. The teacher will then introduce that students can make
music through a variety of items and read a book, Bing:
Make Music.
4. After reading the book, the teacher will ask the students to
identify some of the objects used to make music in the
book.
5. Then the student will split up into centers by the CT one
being the kitchen band.
6. At the Kitchen Band center, students will be given various
items (oatmeal jar, large pot, wodden spoons, and paper
towel tubes) and with assistance find a way to make
music.
7. Once the student has identified how to make one sound,
the teacher will ask if there is any other way to make
sound with that object,
8. If the student cannot answer, the teacher will help facilitate
an answer with the student.
9. This centers activity will be done individually.
Authentic Materials: (Describe authentic real life, hands-on
materials.)

6/12/2013

Early Childhood Education

Learning Experience Template
Bing: Make Music
Instruments drums, guitar, maracas, kazoo, drum)
Kitchen band oatmeal jar, large pot, wodden spoons, and
paper towel tubes
Adult Roles:
Facilitate book read and assist in use of instruments in
kitchen band
Resources & References:
http://www.hornbookguide.com/cgi-bin/hbonline.pl?
a=results&s=171679&title=&authors=&series=&publisher=&pubyear=&isbn=&keywords=instruments&agegroup=PS&rating=&fiction=&nonfiction=&sort=rating&su
bmit=Search+the+Database
Bing: Make Music

http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand
Reflection: (What have you learned about your students? How will this inform future instruction?)
Although I worked hard on this lesson plan and was well prepared, the class was having an off day with following directions which made implementing this lesson
plan a little more difficult than expected. When sitting down at circle, they students were very excited to see the four different instruments I had laid out. They were
active participants when I asked how each instrument was used. I did have to facilitate more than I thought but I was able to think on my toes. For instance, I would
hold the toy guitar up and ask, do I strum or blow the guitar to make sound and then the kids were able to respond correctly. However, once we were done talking
about the different ways to make sounds with instruments, I tried to switch into the book read about making sounds with household items. The kids though were
still caught up on the instruments I had brought in and had a tough time focusing on the book read. If I were to do this lesson again, I would probably read the book
first then introduce the instruments. A few of the kids were engaged in the story but with the instruments still out and students coming in late, it was very difficult.
Next the class transitioned to centers, one of them exploring kitchen items and making sound. The kids seemed keener to participate in this than the book read.
Most of the students went right for the large pot and wooden spoon to start making sounds or the container with oats. I had the paper towel tube, and some
students would use it to band the pot. But with my example or help, I would try and show them how to make a different sound by blowing/yelling in the tube.
There was one student who was having an off day and needed Ms. Rs assistance to participate in the activity. Once he was starting to warm up to the activity, he
needed less assistance from Ms. R to sit and participate.
I know they say you lesson plan never goes how its expected, well you dont really believe it until you implement a lesson that doesnt go as well as planned. I
know the kids enjoyed working with the different items to make sound, but I have learned that the kids in my classroom really need sensory activity to be really
involved and invested in the lesson. I will make sure to include lots of sensory and active activity to make sure the students are able to participate! I have also
learned the importance of thinking on your toes and adjusting to the classroom. I can honestly say that these students are normally well behaved with a few
breakdowns here and there. However, the day I presented my lesson, the class was a little more out of it. Every day in the classroom is going to be different and it
is always important to have Plan A-ZZ on hand just in case the class is not responding to the activity.

6/12/2013

Early Childhood Education

Learning Experience Template
Even though I have toughed more on the negatives than positives from this lesson, there still were many positive things that came from the activity! The students
were able to interact with different items that they may not be able to play with at home. It was fun just getting to watch them interact with the items. Sometimes the
kids would play for just a few minutes and be done but other kids would play for awhile before we had to ask them to move to a different activity!
This was a fun lesson plan; however, for future lesson plans I need to plan for the worst and have all the changes in the back of my mind if the class is having a
hard time concentrating at the task at hand!