Preschool)Lesson)PlanningForm) Clang!)Clang!)Beep!)Beep…2019. 10. 9. ·...
Transcript of Preschool)Lesson)PlanningForm) Clang!)Clang!)Beep!)Beep…2019. 10. 9. ·...
Preschool Lesson Planning Form Clang! Clang! Beep! Beep! Listen to the City
Mathematics: Data Collection and Graphing Colorado Academic Standard Addressed:
• Standard: 1. Number Sense, Properties, and Operations 1. Quantities can be represented and counted
• Standard: 4. Shape, Dimension, and Geometric Relationships 2. Measurement is used to compare objects
Learning objectives – Students will be able to:
1. Count and represent objects including coins to 10 (PFL) 2. Compare and measure data on a graph
Setting: This lesson will be taught at the end of the session during Closing Circle/Story Group time with the whole class. No setup is required, but this lesson will be using the sentence board chart (which is a permanent element of Circle Time) and the space of the classroom. I will be leading the lesson, and the ECSE and the other paraprofessional will be in the classroom sitting with the students. Materials and preparation:
1. Book: “Clang! Clang! Beep! Beep! Listen to the City” written by Robert Burleigh and illustrated by Beppe Giacobbe
2. Premade graph – one large piece of construction paper, 5 columns (one for each vehicle: rocket ship, motorcycle, helicopter, bulldozer, fire truck) and enough spaces drawn on it in case every student chose one vehicle. Each vehicle will have their initial letter written next to it.
3. Star stickers 4. Sentence board chart and clips to affix graph
Activity procedure:
1) Introduction— Show the students the book, “Clang! Clang! Beep! Beep! Listen to the City” and ask them if anyone already is familiar with the book. Ask the students if they know what the book could be about.
2) Procedure— a. The teacher will read the book to the whole class b. The teacher will then pull out the empty graph, and ask students if
they know what it is. She will affix it to the sentence board chart using clips.
c. Teacher will explain what a graph is to the students (introducing vocabulary terms: column and row), and go over each vehicle that is represented on the chart. The teacher can start with the letter or the picture of the vehicle, making sure the letter-‐sound connection is made.
d. The teacher will explain what the students are to do: i. Think about which vehicle they like the best (keeping
mouths closed) ii. Wait until they are called, then stand up and walk to the
front of the circle iii. Take a star sticker and put it in the box above their
favorite vehicle iv. If there is a star in a box, put the star sticker in the above
box 3) Closure— The teacher will ask the class to count the number of stickers in each column with her. She will write the number of stickers at the top of each column, making the quantity to numeral connection. After they count all the stickers in each column, the teacher will ask the students to tell her which one has the most, meaning it was the most favorite in the class, and which one has the least. Discuss how results differed, and how it is acceptable when not everybody likes the same thing all the time.
4) Cleanup— Teacher will remove graph after students are dismissed, and post it on the wall where they can review it on their own.
5) Transition— The teacher will dismiss the students one at a time as their parents arrive to pick them up.
Adaptations for specific children: Jayde and Charlie will be able to complete this activity without modifications or accommodations. Some students may need individual instruction once they have been called up to mark the graph. Assessment: Students will be assessed through direct observation, which will then be recorded into the GOLD app on the classroom’s iPad. They will be assessed in their ability to understand concepts, like: least/most, counting, quantity, and compare/measure. Follow-‐up/extensions: The graphs for both classes will be posted in a visible space on the wall in the classroom for the students to review on their own. Teachers may encourage children to talk about the results in their own terms. Reflection/self evaluation: I was adequately prepared for this lesson because I had the book, the graph, and the stickers already available when the lesson started. This decreased the
student waiting time while I transitioned from the book to the graphing activity. I had also read the book once before in order to familiarize myself with the text. The location in Story Group was appropriate, as it involved the entire class. Each child’s achievement of each objective was adequately assessed through direct observation. I thought this lesson was engaging for the students because they got to pick their favorite vehicle out of a field of 5. I think that preschool students enjoy talking about themselves, and especially naming or labeling their favorite things. Both sessions sat well throughout the activity, and the conversations that I could here were mainly on-‐topic. It may have taken a bit too long for every student to mark the chart, but I could not figure out a different way to go about doing it. I suppose that the students need to learn and practice how to wait their turn and to remain quiet and respectful while they wait. A graphing activity should be planned for the future in order to reinforce and familiarize the students with this type of mathematics: rating, quantifying, and measuring. The students did well with the activity.
This is a photograph of both sessions’ completed graphs hanging on the wall (they got a little loved before I could take the picture).