Lesson Plan Template-2

Authors

Name(s):

Dilan Ünver, Hilal Şule Bulduk, Sevilay Şengül

Details

Course

Art Integrated Math Activity (Whole Group)

Unit Title

constellations

Grade Level

Early childhood education (60-72 months)

Time:

60 minutes

Content

Learning Outcomes [ASSURE (State Objectives)]

Language Development

-Children who are at 60-72 months of age (Audience) will learn to make connection at least
85 percent (Degree) will learn the meaning of what they listen. (Behaviour) related to
conversion about constellations that teacher asked and told them. (Condition).

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and
Materials)]

Animoto video, Piktochart, 114 carton circles (each child has 6 circles of carton), a sheet
including constellation such as Scorpius, Cygnus, Aquila, Orion, Leo, lots of little stars for
graphic, pencil, and glue.
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and
Materials)]

child-centered. describing, documenting and modelling

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require
Learner Participation)]

They look one visual respresentation about constellations by using Pictochart tool and then
again they talk according to that tool.

Group Learning Activities

Activity is appropriate for group learning as a whole.

Summary

After all children comes to snack, teacher starts to sing a song by beating out with her hands.
Teachers says “gidiyorum gidiyorum yol bitmiyor, gidiyorum gidiyorum yol bitmiyor” (all
children walk on their place. Then, teacher continues “aaa, o da ne? bir de baktım
ayakkabımın bağı çözülmüş” (all children look their shoes surprisingly with teacher). Teacher
says again “ben hiç dururmuyum? Bağlayıverdim, bağlayıverdim” (teacher inclines to their
shoes and pretends that she is tying her shoes). Teachers says “gidiyorum gidiyorum yol
bitmiyor, gidiyorum gidiyorum yol bitmiyor” (all children walk on their place). Then, teacher
continues “aaa, o da ne? bir de baktım ayakkabımın üzeri kirlenmiş” (all children look their
shoes surprisingly). Teacher says again “ben hiç dururmuyum? Sili Siliverdim, siliverdim”
(teacher inclines to their shoes and all class with teacher pretend that they clean their shoes).
Teachers says “gidiyorum gidiyorum yol bitmiyor, gidiyorum gidiyorum yol bitmiyor” (all
children walk on their place). Teacher continues “bir de baktım herkes öğretmene bakıyor”
(all children look at teacher). Then, teacher says that “kids, have you looked at the sky when it
was night?” After given enough time to think and guess, teacher listens all answers. Then,
teacher asks again “what did you see?” After given enough time to think and guess, children
are listened. In that part, teacher directs children to give ‘stars’ answer. After that, teacher
says “kids, do they stars look alike each other? how would be the differences between them?
After given enough time to think and guess, teacher listens all answers. Then, teacher asks
again “kids, I wonder that when you look at the sky, do you assimilate the stars to any
shape/thing? What do they remind you?” After short conversation, teacher contributes the
sheet including different stars as dots. After contributing, teacher asks children again “kids,
what do you see? How many different types of stars do you have? How many dots do they
have? Do they look like any shapes?” After enough time think and guess, teacher listens all
answers. Then, teacher contributes 6 circle cartons for each child. Before that, teacher
punches a hole in that circles. Then, teacher says “kids, you have 6 circle cartons. You can
draw the stars on the cartons, then punch a hole in the cartons and please write your name one
of the cartons to not to lose them.” After that, teacher gives enough time to the activity. After
finishing the activity, teacher gathers the circle cartons with a rope. In that process, teacher
gives the circle cartons back to the children and close the light. Children can easily see the
dots on the floor/wall when they hold the circle cartons to the light. Teacher says that “kids,
what do you see? When do you use the circle cartons?” After that, teacher gives an idea that
“kids, when it is night, try it to the sky, I will wait your experience curiously, but kids, I
wonder that what do you have stars? Are they different each other? how stars do they have?
After given enough time to count and say, teacher listens all answers. Then, teacher says
“kids, sorry I cannot keep them in my mind, to be clear let’s make a graphic.” Before saying
this, teacher prepare a graphic including the stars that children have. Then, children place the
stars on the graphic. After that, teacher asks again “kids, which constellation do have more
stars? Which one do have less stars?” Then, teacher passes to the assessment part.

Measurement & Evaluation

Teacher asks assessment questions to the children to evaluate the learning process.

Descriptive Questions

What is a constellation?

How many constellations are your sheet?

Affective Questions

If you were a constellation, how many stars would you have? How would be your
shape?

Which parts did you have difficulty in most?

Questions about Objectives and Indicators

Which constellation do have more/less stars?

 How were the differences between them as shape/size?

Daily Life Questions

At night, what would it be, if the stars were not?

Measurement & Assessment Activities for Group Performance

Asking Assessment Questions

Explanation regarding to the implementation of the plan

If the teacher does not find the book of constellations, s/he can open a documentation about
constellations and enables them to watch it.