5/23/2013
Early Childhood Education
Name: Megan Pollock
Date: April 15th, 2018
Standard(s)/Guideline(s): Make careful observations, Engage in simple investigations
Pre-assessment of current knowledge: Students will have participated in reading Stupendous Sound during the hook lesson. They will be familiar with the
different types of sound they hear and can make.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
- The student will be able to
observe the different types
of beans and materials put
inside the shaker
- The student will be able to
investigate the different
sounds the shaker can
make such as high/low
and loud/soft
One Assessed Developmental
Skill:
- Using fine motor skills to
physically put the materials
inside the shaker and
funnel
- Think critically and
creatively to represent the
concept in a model
Safety Considerations:
- Students may try to eat the
beans
- Students may throw or
lose control of their shaker
Learning Experience Template
Lesson Title: Making Shakers
Grade Level: Pre-school Circle one: ECE PKSN
Assessment of Student Learning Learning Experience
Identify Evidence: (What will you collect or record as data Academic Language:
to demonstrate students have met your objective(s) and Sound, Loud, Soft, Rhythm
skill?)
I will keep track of the student’s participation on a checklist. Procedural steps:
I will be able to tell if the students understand the difference 1. Teacher will review quickly the concept of sound and
between high/low and soft/loud by their ability to shake their introduce the activity
shaker correctly when asked. 2. Students will place their funnel in the top of the water bottle
3. Teacher will pass around the kidney beans
4. Students will place a handful of kidney beans into the
funnel
5. Students will repeat with the split peas and multi-colored
beads
6. Teacher will walk around with the glitter and assist students
with pouring glitter into their water bottles
7. Students will take the funnel out of the water bottle and
Program Monitoring: (How will you aggregate or compile secure the cap
your evidence into a class or group view?) 8. Teacher will walk around and double check that the cap is
screwed on tightly
During this lesson I kept an accurate chart in which I was 9. Teacher will instruct students to shake their shakers gently
able to write down and observe who was able to complete 10. Teacher will instruct students to shake their shakers in
the activity and if they met the assessed instructional multiple different ways (ex: shake it hard, soft, fast, slow)
objectives and assessed developmental skills. The chart 11. Teacher will walk around and write each student’s name
was copied and attached to the bottom of this lesson plan. on their water bottle
12. Students will put their shakers in their cubbies and then
begin play time
13. Teacher will clean up supplies while students are at play
time
Authentic Materials: (Describe authentic real life, hands-on
materials.)
- Water Bottles
- Multi-colored Beads
- Glitter
- Kidney Beans
- Split Peas
 5/23/2013
Early Childhood Education
Learning Experience Template

- Funnels

Adult Roles:
Adults will monitor students and help direct the materials into
the funnels when putting them inside the water bottles

Resources & References:

http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELSD-
Cognition-Standards.pdf.aspx

https://picklebums.com/music-shakers/

Reflection: (What have you learned about your students? How will this inform future instruction?)
During this lesson, I believe that students really solidified their understanding of sound. I think that the groups of students that I worked with are visual learners so
this activity was right up their alley. If I could make changes to the lesson plan, I would probably have done this lesson a separate day rather than the same day I
did the hook lesson plan. During this lesson, I learned that my students were knowledgeable about sound and the different ways we can make sound.

Student Name The student will be able to observe the The student will be able to investigate The students will be able to use their
different types of beans and materials the different sounds the shaker can fine motor skills to physically put the
put inside the shaker make such as high/low and loud/soft materials inside the shaker and funnel

Student 1 ✔ ✔ ✔
Student 2 ✔ ✔ ✔with help from teacher
Student 3 ✔ ✔ ✔
Student 4 ✔with help from teacher ✔ ✔ with help from teacher
Student 5 ✔ ✔ ✔
Student 6 ✔ ✔ ✔