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Lesson Plan 2
Lesson Plan 2
One/Two Assessed Instructional Identify Evidence: (What will you collect or record as data Academic Language:
Objective(s): The student will be to demonstrate students have met your objective(s) and Arm, elbow, knee, joint, bone, humerus, ulna, radius,
able to... skill?) muscle, bicep, tricep, expand, contract, model
The student will be able to I will observe the students while they are
ask questions to discover participating in the activity to see if any of them ask Procedural steps:
new information about a question to discover new information about Hook: First, I will introduce the lesson by singing to
muscles and how they muscles and how they work. the students. I will get the students engaged by
work. I will observe to see if the students can respond to singing Head Shoulders Knees and Toes one time
The student will be able to and follow the two-step directions or requests I give all the way through. Once I am finished singing, I will
respond to and follow two- them. sing the same song a second time and encourage
step directions or requests. the students to join me in singing and performing the
Program Monitoring: (How will you aggregate or compile body movements that go along with the song.
One Assessed Developmental your evidence into a class or group view?) After we have sung the song all together, I will tell the
Skill: I will create a checklist that includes both objectives students to bend their arms and I will also bend my
Language and the names of each student that participates in arms to model for them. I will point to my elbow and
the activity. On the checklist, I will mark which ask the students, What is this part of the body
Safety Considerations: students met both objectives, which students met called? Once the students answer with elbow, I will
Make sure there is ample one out of the two objectives, and which students tell them to point to their elbows and say elbow out
room for the students to did not meet either objective based on my loud all together. I will make sure to provide the
move their bodies without observations during the activity. students with an appropriate amount of time to think
bumping into each other or See attached checklist and if no one says elbow, I will ask the students, Is
classroom furniture it called an elbow? Next, I will have the students
Make sure the materials bend their arms five times and count to five at the
are appropriate and safe to same time. I will do this with the students to model
use for preschoolers how I want them to bend their arms and count.
Make sure the students Next, I will explain to the students that the elbow is
are not using any of the called a joint and tell them to watch how it moves. I
materials in inappropriate will also point to the different bones in my arm and tell
6/12/2013
Early Childhood Education
Learning Experience Plan
ways, such as: hitting the students the names of each bone. I will point to
another child or throwing my humerus bone and tell the students to point to
them their humerus bones and say, Humerus bone. I will
do the same for the ulna, radius, bicep, and tricep
bones and muscles.
After that, I will ask the students, Does anyone know
of another body part that bends? I will make sure to
provide the students with an appropriate amount of
time to think. If no one is answering, I will suggest
the knee. I will tell the students to bend their knees
and I will also bend my knees to model for them. I
will have the students point to their knees and have
them bend one of their knees five times and count to
five at the same time. I will do this with the students
to model how I want them to bend their knee and
count. I will explain to the students that a knee bends
just like an elbow because a knee is also a joint. I
will explain to the students how muscles, bones, and
joints work together to make our bodies move.
Next, I will show the students the model I made of an
arm. I will point to all the parts and say the names of
each part aloud to the students. First, I will point to
the humerus, ulna, and radius (cardboard tubes) and
tell the students they are all three bones. Then, I will
point to the bicep and tricep (balloons) and tell the
students they are both muscles. Finally, I will point to
the elbow (paper clip) and tell the students it is a
joint.
Finally, I will have the students sit in a circle and I will
pass the arm model around so each student has a
chance to manipulate the model. I will tell each
student to hold the arm model with both hands and
bend it. I will model for the students how I want them
to bend the arm model. By manipulating the model,
the students will be able to explore how muscles
expand and contract by working with authentic
materials. The students will be able to observe how
the bicep muscle extends when the arm is straight
and how the bicep muscle contracts when the
forearm is pulled up. The students will also be able
to observe how the tricep muscle extends when the
forearm is pulled up and how the tricep muscle
6/12/2013
Early Childhood Education
Learning Experience Plan
Adult Roles:
Sing the song
Ask questions
Use authentic materials to construct the arm model
Monitor the students behavior
Explain the activity to the students
Observe the students doing the activity
Interpret observations into a checklist