Early Childhood Education

Learning Experience Template

Name: Alexandra Etsios Lesson Title: The Three Little Pigs

Date: 4/4/18 Grade Level: 1st Grade ECE PKSN
Content Standard(s)/Guideline(s):
CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under
discussion).
CCSS.ELA-LITERACY.SL.1.1.B
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-LITERACY.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SCIENCE INQUIRY AND APPLICATION
-Observe and ask questions.
-Plan and conduct simple investigations.
-Employ simple equipment and tools to gather data and extend the senses.
Next Generation Science Standards:
K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the
motion of an object.
K-PS2-2:Analyze data to determine if a design solution works as intended

Pre-assessment of current knowledge:

Students have been builders all year long. We have integrated building into various lessons, activities, and units of study. This
activity builds off of our Fairytale Unit of Study. Students will use their knowledge to build and communicate with their team.

Objectives Assessment of Student Learning Learning Experience

 Identify Evidence: Academic Language:
Assessed Content - I will create an observation check list to monitor build, strong, three little pigs, house, sturdy,
Objective(s) (1 per content students understanding and participation. engineer, team, rules, design, describe, explain
area): The student will be able - I will observe each of the students during the Procedural steps:
to… discussion and activity and record participation Read Aloud/Introduction:
• Brainstorm several ideas for
and understanding on the observation checklist. 1.Gather students on the carpet.
making a strong house. Program Monitoring: 2.Read students The Three Little Pigs.
• Predict which materials will be -I will create an observation check list with seven 3.Explain to students that we will be doing a
best for building. sections in it. The first five columns will be for the Wonder Wednesday building activity with The
• Use prior and new knowledge
to design a house with a objectives where students will get a check mark or Three Little Pigs story.
partner. an x depending if they met their objectives. The 4.Ask “How could an engineer help the pigs?”
• use conversational skills while sixth column will be for marking participation and 5.What kind of houses did the first two pigs
participating in class the seventh column will be for anecdotal about that build? What happened to them when the wolf
discussion.
• answer various questions for student and their work during the lesson so I can huffed and puffed?
comprehension . see if students need re-teaching. 6.What type of house could an engineer design
-I will ask comprehension questions to check for and build that wolf would not be able to blow
understanding. down?
7.How will we know if it will be able to stand up
Student Grouping: to the wolf’s huffing and puffing?
-Whole group is used for the explanation of the Design and Construct
activity, gallery walk, and for sharing of information 8.Provide rules:Use only the materials
at the end of the activity. provided.There must be room for the pig to
-Partner is used for the investigation. These stand insideThere must be an entrance.
partners are picked ahead of time using flex 9.Students work in groups to plan their ideas on
grouping. paper.
10.Student teams build their houses.
Differentiation: Evaluation of Designs
I will support students who need additional support 11.Test each design by using a hair dryer or a
during the lesson: fan to simulate the huffing and puffing of the
*restating directions wolf.
*working closely with students 12.If time allows, have the students work on
*working with the student to increase task improving their designs.
completion Wrap-up
*I will make note and tally support given on the 13.. Ask each team of students to describe their
checklist. designs telling what worked and what didn't
work. What would they do differently next
time?
 Analysis: Authentic Materials:
Through my observation checklist, I will know -Straws
which students met the objectives and which -Plastic Cups
students will need further instruction. I also will -Craft Sticks
see what I need to reteach before future lessons -Paper Clips
that will build on this lesson. -Small Pig Cut Out
-Hair Dryer
-Tape
-Play Dough
-Tooth Picks

Adult Roles:
-explain activity, materials students will use, and
rules
-monitor students during activity
-lead discussion
-record on observation check
-read The Three Little Pigs Story
-use hair dryer to demonstrate the wolves huff
Resources:
The Three Little Pigs by Mara Algerian, illustrated by Ag Jatkowska