6/12/2013

Early Childhood Education Learning Experience Plan Name: Jenna Gerstle Lesson Title: Steeper and Steeper Date: 3/18/14 Grade Level: Pre-Kindergarten Circle one: ECE Standard(s !Guideline(s : Ohio Earl !earning and "e#elop$ent: 1% &ogniti#e "e#elop$ent - S'ien'e - S'ien'e (n)*ir and +ppli'ation - (n)*ir - ,a-e in.eren'es/ generali0ations and e1planations 2ased on e#iden'e% 2% &ogniti#e "e#elop$ent - ,ath - ,eas*re$ent and "ata - "es'ri2e and &o$pare ,eas*ra2le +ttri2*tes - ,eas*re length and #ol*$e 3'apa'it 4 *sing nonstandard or standard $eas*re$ent tools% Pre"assessment o# current $no%ledge: "*ring the introd*'tion e1perien'e to ra$ps/ 5hen as-ed/ the st*dents did not -no5 5hat 5o*ld happen to the o26e't on the ra$p i. it 5as $ade steeper% &nstructional '()ectives (*"+ 'ne!T%o ,ssessed &nstructional '()ective(s4: 1% 7he st*dents 5ill 2e a2le to s*$$ari0e e1planations 2ased on e#iden'e% 2% 7he st*dents 5ill 2e a2le to identi. the $eas*re$ents o. length *sing non-standard tools Sa#ety Considerations: 7here are no spe'i.i' sa.et 'onsiderations pertaining to this indi#id*al e1perien'e% Program -onitoring: 3>o5 5ill o* aggregate or 'o$pile o*r e#iden'e into a 'lass or gro*p #ie594 7he e#iden'e 5ill 2e 'o$piled into 'harts or graphs to ill*strate the per'entage o. $aster pertaining to o*r standards and o26e'ti#es% ,ssessment o# Student Learning &denti#y Evidence: 38hat 5ill o* 'olle't or re'ord as data to de$onstrate st*dents ha#e $et o*r o26e'ti#e3s4 and s-ill94 + 'he'-list o. the st*dents 5ill 2e -ept and ( 5ill indi'ate 5ith an :1; 5hen a st*dent $eets ea'h o26e'ti#e% <or e1a$ple/ 5hen a st*dent is a2le to s*$$ari0e e1planations 2ased on the e1peri$ents the do 5ith the ra$ps/ the 5ill get an =1= on the 'he'-list% +lso/ i. a st*dent is a2le to 'orre'tl identi. the $eas*re$ents o. ho5 .ar the o26e'ts rolled do5n the ra$p/ *sing non-standard tools/ the 5ill re'ei#e an =1=% Learning Experience ,cademic Language: in'line roll steep steeper .aster slo5er .arther predi't 'o*nt ho5 .ar Procedural steps: 1% ?*ild a ra$p propped *p 5ith t5o 2lo'-s% 2% Pla'e a $ar2le/ 2all/ or t*2e at the top o. the ra$p and let it roll do5n% 3% ,ar- 5here it stops% 4% ?*ild a se'ond ra$p propped *p on .o*r 2lo'-s ne1t to the @rst ra$p% A% +s- -ids ho5 the t5o ra$ps are di..erent% 6% >a#e the$ predi't ho5 .ar a 2all sent do5n the steeper ra$p 5ill tra#el% B% +t the sa$e ti$e/ send an identi'al 2all do5n ea'h ra$p and $ar- ho5 .ar ea'h 2all rolls% 8% +s- )*estions: 8hat did o* noti'e a2o*t ho5 the 2alls or t*2es o* *sed rolled do5n di..erent ra$ps9 8hat did o* do to get the 2alls 3or t*2es4 to roll .aster and .arther9 8hat did o* do to get the 2alls 3or t*2es4 to roll

6/12/2013

Early Childhood Education Learning Experience Plan slo5er and less .ar9 C% &ontin*e to 2*ild ra$ps o. in'reasing steepness 2 propping the$ *p on an in'reasing n*$2er o. 2lo'-s% Ea'h ti$e/ let -ids predi't ho5 .or the 2all or t*2e 5ill roll% 7r it o*t and $ar- the distan'e% 10% En'o*rage 'hildren to 'ontin*e this e1ploration on their o5n/ 5or-ing independentl or in s$all gro*ps% 11% Gather 'hildren 2a'- together to share their e1perien'es and dis'o#eries% +s-/ 5hat sort o. ra$p 5o*ld o* 2*ild i. o* 5anted a 2all to roll do5n the ra$p and go reall .ar9 ,uthentic -aterials: 3"es'ri2e a*thenti' real li.e/ hands-on $aterials%4 large $ar2les s$all 2alls or 'ard2oard t*2es 3.ro$ toilet paper or paper to5el rolls4 a n*$2er o. identi'al 'ard2oard ra$ps 5ooden 2*ilding 2lo'-s .or propping *p the ra$ps 'ra.t sti'-s or other o26e'ts .or $ar-ing the distan'e the o26e'ts roll ,dult .oles: Jenna 5ill 2e doing the lesson/ 2*t Katie and the other ad*lts 5ill 2e assisting the st*dents 2*ild the ra$ps 5hen the ha#e the ti$e to e1plore% 7he 5ill also 2e assisting 5ith 2eha#ior $anage$ent% .esources / .e#erences: http://555%peepandthe2ig5ide5orld%'o$/g*ide/pd./peep-g*ide-ra$ps%pd. .e#lection: (8hat ha#e o* learned a2o*t o*r st*dents9 >o5 5ill this in.or$ .*t*re instr*'tion94