Erin Healy

Unit Plan

Saint Francis University

Education Department

Unit Plan

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed
in this unit of study
Content Area: Literacy/Language/Math/Science-Tree Unit
Grade Level: Pre-k
In this unit, children will learn about trees. This unit will be taught in five lessons. Lesson topics include,
introduction to trees, parts of a tree, who lives in trees, and who takes care of trees. Children will have the
opportunity to learn through hands-on activities and exploration, worksheets, discussions, YouTube videos,
and small group activities.
1. Standard: AL.2.PK.A: Work toward completing a task, even if challenging, and despite interruptions.
2. Standard: 1.2.PK.J: Use new vocabulary and phrases acquired in conversations and being read to.
3. Standard: 1.5 PK.C: Respond to what a speaker says in order to follow directions, seek help, or
gather information.
4. Standard: 2.4.PK.A.1: Describe and compare measurable attributes of length and weights of everyday
objects.
5. Standard: 3.1.PK.A.5: Name basic parts of living things.
6. Standard: 3.1.PK.A.9 Participate in simple investigations about living and/or non-living things to
answer a question or to test a prediction.
7. Standard: 3.2.PK.A.1:Sort and describe objects according to size, shape, color and texture.
8. Standard: 3.3.PK.A.7: Participate in simple investigations of earth structures, processes, and cycles to
answer a question or to test a prediction.
9. Standard:16.2.PK.C: Engage in reciprocal communication with adults and peers.
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Unit Plan

2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all 2a.Concepts and competencies for all students
students Standard: AL.2.PK.A: Work toward completing a task, even if challenging, and despite interruptions.
• State when they are being distracted
• State when they are frustrated by a challenge
• Move away from distractions in order to complete a task
Standard: 1.2.PK.J: Use new vocabulary and phrases acquired in conversations and being read to.
Resources: • Talk about pictures using new vocabulary words or phrases
SAS Portal: PA Core Curriculum • Use new vocabulary in the context of dramatic play, daily routines and classroom conversations
Framework • Begin to use new vocabulary when asking questions or describing situations or objects
Standard: 1.5 PK.C: Respond to what a speaker says in order to follow directions, seek help, or gather
information.
• Follow two-step directions
• Act upon or respond to simple statements and questions showing understanding of intent
Standard: 2.4.PK.A.1: Describe and compare measurable attributes of length and weights of everyday
objects.
• Recognize attributes of objects that can be measured
• Measure objects using non-standard items (e.g. hands, shoes, yarn, blocks)
• Practice use of standard measurement tools
• Practice using measurement vocabulary
• Sort and order by one attribute
• Use ordinal number words to describe the position of objects (first, second, last)
• Compare two objects with a measurable attribute in common to see which object has “more of”/ “less
of” the attribute and describe the difference
Standard: 3.1.PK.A.5: Name basic parts of living things.
• Tell the parts of a person, an animal or a plant
• Draw a picture of a person, an animal or plant including most of the major observable features
Standard: 3.1.PK.A.9: Participate in simple investigations about living and/or non-living things to answer a
question or to test a prediction.
• Ask questions about objects, organisms, and events
• Use the five senses and simple equipment to gather data
• Collect objects during a nature walk
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Unit Plan

• Describe observations accurately

• Compare observations with others
• Make a prediction about the result of the experiment
Standard: 3.3.PK.A.7: Participate in simple investigations of earth structures, processes, and cycles to answer
a question or to test a prediction.
• Ask questions about objects, organisms, and events
• Use the five senses and simple equipment to gather data
• Experiment with different types of earth materials
• Make predictions about an outcome (e.g. “What might happen if we go out in the snow without our
boots?”)
• Describe observations accurately
• Compare observations with others
Standard:16.2.PK.C: Engage in reciprocal communication with adults and peers.
• Communicate using detail related to topic being discussed including topics of personal interest, and
special events
• Pose questions related to topic being discussed
• Respond to questions posed by adults and peers
• Allow wait time before responding
• Engage in turn taking
2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Acorn Tree
Pinecone Roots
Stick Trunk
Twig Bark
Bigger Branches
Smaller Seeds
Smooth Leaves
Rough Arborist
Bird Sapling
Bug Aphids
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Unit Plan

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications
(No students with IEP’s)
Instructional Materials, Resources and Assessment
Practices Tools Barriers to Access
Small group • Question and • Tree items (acorns, • Informal • Complexity of • Children will be
activities with discussion leaves, twigs, pinecones, observation of material paired/grouped with peers
flexible grouping • Direct explicit tree bark, pine needles) student • Requirement of of different skill levels
instruction • Ziplock baggies conversations verbal responses • Speak slowly and clearly,
Provide vocabulary • Teaching • Nonstandard measuring and discussion • Students will using gestures to clarify
instruction to see, examples/nonex tools (plastic links, • Informal have to complete concepts
hear, and use key amples blocks, yarn, paper-clip observation of fine motor skills: • Give adequate time for
vocabulary and • Worksheets chain) students while gluing, picking children to ask and answer
ideas related to • Smart Board • Worksheet: Who Lives completing up objects, and questions
trees • Hands-on in a Tree activities manipulating • Teacher will word questions
activities • Pictures of animals that nonstandard in a way that is easy for
do/don’t live in a tree measuring tools. children to comprehend and
Use YouTube • Glue sticks • Tasks with multi- answer (yes and no, giving
videos to introduce • Smart Board step directions two choices)
and teach some of • YouTube Video: A Day • Requirement of • Assist children with
the tree topics. in the Life of an Arborist attention completing fine motor
| Innovation Nation activities
Provide • Provide measuring tools
opportunities for that a child can manipulate
self-exploration. successfully
• Repeat directions multiple
times
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Unit Plan

• Short activities/lessons

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
Not Applicable Not Applicable Not Applicable
A
Not Applicable Not Applicable Not Applicable
B

Not Applicable Not Applicable Not Applicable

C
Erin Healy
Unit Plan

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher: Erin Healy Grade: Pre-K
Subject: Large Group
Time Needed for Lesson: 30 Minutes Lesson Concept: Science

PA STANDARD(S) (Write out standards):

Standard: 3.1.PK.A.5: Name basic parts of living things.
Standard: 3.3.PK.A.7: Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a
prediction.
Standard:16.2.PK.C: Engage in reciprocal communication with adults and peers.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
 Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and
studied.
 The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants.
 Early adult-child relationships, based on attachment and trust, set the stage for life-long expectations that impact children’s ability to
learn, respect adult authority, and express themselves. Positive peer interactions create collaborative learning opportunities.
Relationships with others provide a means of support.
Essential Questions:
 In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things?
 What structures, processes, and cycles make up the earth? How do the various structures, processes, and cycles affect the earth’s
inhabitants? How do we know the earth is part of a larger solar system?
 How do my relationships with adults and peers help me feel secure, supported, and successful?

ELIGIBLE CONTENT:
Standard: 3.1.PK.A.5: Name basic parts of living things.
Erin Healy
Unit Plan

• Tell the parts of a person, an animal or a plant

• Draw a picture of a person, an animal or plant including most of the major observable features
Standard: 3.3.PK.A.7: Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a
prediction.
• Ask questions about objects, organisms, and events
• Use the five senses and simple equipment to gather data
• Experiment with different types of earth materials
• Make predictions about an outcome (e.g. “What might happen if we go out in the snow without our boots?”)
• Describe observations accurately
• Compare observations with others
Standard:16.2.PK.C: Engage in reciprocal communication with adults and peers.
• Communicate using detail related to topic being discussed including topics of personal interest, and special events
• Pose questions related to topic being discussed
• Respond to questions posed by adults and peers
• Allow wait time before responding
• Engage in turn taking

OBJECTIVE(S) (Be sure to include all four parts):

Children will describe the tree parts accurately and with detail 3 out of 5 times.
Children will respond to questions posed by adults and peers about parts of trees with 75% accuracy
Children will tell the parts of a tree when asked with 80% accuracy

MATERIALS:
Tree parts; acorns, leaves, twigs, pinecones, nuts, bark, ect.

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
Children will observe, describe, and learn about different parts of a tree!
BODY (Bulleted step by step/differentiation must be included)
 Children sit on the circle time carpet for large group
 Children will sing the “Hello Song”
 Teacher will introduce the Tree Study Unit,
o “We are going to learn about trees! We see trees everyday on the bus when we are coming to school, on our walks around
Erin Healy
Unit Plan

campus, and even in our yards at home! Trees are awesome and today I brought some items to show you.”
o “We are going to observe, describe, and learn about different parts of a tree! In this box, I have different items and parts from
trees. I will pull one item out at a time for us to observe and describe.”
 Teacher will pull items one at a time from the box for children to observe and touch
o “Does anyone know what this item is? I will pass it around for everyone to touch and get a closer look at.”
o “Does anyone know what it is? That’s right, a piece of bark. What does it feel like? That’s right, it feels rough. What color is
it? That’s right, it’s brown.”
 This activity will continue with the different items in the box. Each child will have the opportunity to touch and get a closer look at the
tree parts.
 Children will be encouraged to discuss the items with details and using describing words (smooth, soft, sharp, rough, smaller, bigger,
etc..)
o “Aliyah, I see you are holding the pinecone. Is the pinecone bigger or smaller than the leaf I am holding?”
o “Chloe, how do the pine needles feel? Do they feel sharp or soft?”
 Children will also be encouraged to ask and answer questions about the items as they explore.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
“Today we looked at different parts of trees. I will place this box in the science center so you can check it out during choice time. We will be
using these tree items for other activities in the Tree Study Unit!”

ACCOMMODATIONS/MODIFICATIONS:
 Teacher will hold items up and let children touch them before placing them back in the box
 The box will be passed around for children to get a closer look
 The box will be glued shut when placed in the science area so children cannot put items in their mouths
 Teacher will word questions in a way that is easy for children to comprehend and answer (yes and no, giving two choices)

ASSESSMENT: (How you will determine that student has mastered objectives?):
Questions to guide my observations and assessment:
 Did the children use detail to describe the parts of a tree?
 Did the children ask questions about the parts of a tree?
 Did the children answer questions and engage in discussion about the parts of a tree?
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Unit Plan

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
What Worked: Children enjoyed seeing the different parts of a tree. Discussions about the different items went well. During the discussions,
children shared where they had seen the different tree items before (in their yard, on the playground). The children enjoyed exploring
different parts of a tree during Large Group. I passed around the items for children to hold and look at closely. I gave time for children to
share ideas and stories about the items being passed around. One child said, “this is an acorn. I have these in my yard.” Another said, “this
looks like a Christmas tree!” This was a great opportunity for child led learning.
What didn’t Work: Several children tried to put the items in their mouths. I think it would be safer to pass around the items one at a time,
while they are in a plastic Ziplock baggie, to prevent this issue in the future.
Erin Healy
Unit Plan

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format

Student Teacher: Erin Healy Grade: Pre-K

Subject: Large Group
Time Needed for Lesson: 30 Minutes Lesson Concept: Cognitive & Science

PA STANDARD(S) (Write out standards):

Standard: 1.5 PK.C: Respond to what a speaker says in order to follow directions, seek help, or gather information.
Standard: 3.1.PK.A.5 Name basic parts of living things.
Standard: 3.1.PK.A.9 Participate in simple investigations about living and/or non-living things to answer a question or to test a prediction.
Standard: 3.3.PK.A.7 Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a prediction.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
 Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare
and communicate messages to address the audience and purpose.
 Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and
studied.
 The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants.
Essential Questions:
 What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message?
 In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things?
 What structures, processes, and cycles make up the earth? How do the various structures, processes, and cycles affect the earth’s
inhabitants? How do we know the earth is part of a larger solar system?

ELIGIBLE CONTENT:
Standard: 1.5 PK.C: Respond to what a speaker says in order to follow directions, seek help, or gather information.
• Follow two-step directions
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Unit Plan

• Act upon or respond to simple statements and questions showing understanding of intent
Standard: 3.1.PK.A.5 Name basic parts of living things.
• Tell the parts of a person, an animal or a plant
• Draw a picture of a person, an animal or plant including most of the major observable features
Standard: 3.1.PK.A.9 Participate in simple investigations about living and/or non-living things to answer a question or to test a prediction.
• Ask questions about objects, organisms, and events
• Use the five senses and simple equipment to gather data
• Collect objects during a nature walk
• Describe observations accurately
• Compare observations with others
• Make a prediction about the result of the experiment
Standard: 3.3.PK.A.7 Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a prediction.
• Ask questions about objects, organisms, and events
• Use the five senses and simple equipment to gather data
• Experiment with different types of earth materials
• Make predictions about an outcome (e.g. “What might happen if we go out in the snow without our boots?”)
• Describe observations accurately
• Compare observations with others

OBJECTIVE(S) (Be sure to include all four parts):

Children will collect objects during a nature walk with 85% accuracy
Children will ask and answer questions about objects found during a nature walk with 80% accuracy
Children will tell parts of a tree found during a nature walk with 75% accuracy

MATERIALS:
Ziplock baggies

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
Children will go on a nature walk to collect leaves and find other parts of a tree!
BODY (Bulleted step by step/differentiation must be included)
 Children will sit on the circle time carpet
 Teacher will tell children about the activity,
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Unit Plan

o “Today, we will be going for a nature walk. We will be gathering leaves in a Ziplock baggie to bring back into the classroom.
Each of you will be given a baggie with your name on it. It is important you do not lose your baggie.”
o “Let’s go over some rules before we line up. Remember, we must be safe while walking outside. Please stay with the adults.
Ask before you pick up things, some plants and leaves can make you feel itchy! We will collect leaves in a safe location that
does not contain any of the itchy leaves.”
 Teacher will ask children to line up and put their coats on and be given their baggies
 Children will follow the teacher on the nature walk
 Teacher will point out different parts of trees, asking children to name and describe them (twigs, branches, tree stump, leaves,
pinecones, acorns)
 Teacher will lead children to the safe place to collect leaves in their baggies
 Teacher will assist children with collecting leaves, asking questions and have children make observations,
o “What color leaves did you find Christian? I see you have some red.”
o “Is this leaf bigger or smaller than the one you found, Arianna?”
o “Did anyone find a yellow leaf?”
 Once children are done collecting leaves, they will return to the classroom
 The teacher will collect the baggies and save them for upcoming activities
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
Today we went on a leaf hunt! We found so many colorful leaves. They were all different sizes. We will save the leaves for another activity!

ACCOMMODATIONS/MODIFICATIONS:
 Teacher will assist children with collecting leaves
 Teacher will assist children with placing leaves in the baggies
 Teacher will hold the baggie while child places leaves inside
 Teacher will ask questions in a way that is easy for children to comprehend and answer (yes or no, give choices)
 Teacher will encourage discussion with children by asking questions about the leaves they are collecting

ASSESSMENT: (How you will determine that student has mastered objectives?):
Questions to guide observations and assessment:
 Were children able to collect leaves during a nature walk?
 Did children ask questions about different objects they found during the nature walk?
 Did children answer questions about different objects they found during the nature walk?
 Did children tell the parts of a tree found during a nature walk?
Erin Healy
Unit Plan

SELF-ASSESSMENT/RELFECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
What Worked: The children did a great job collecting leaves on our nature walk. The children were only permitted to collect leaves in certain
areas on campus. These areas were safe, not near the road or walkways. These areas were also stopping points on our nature walk. Children
were not permitted to stop while we were walking to pick things up. By doing this, I was able to ensure they were picking up safe items and
staying with the group. For the most part, everyone did good following directions while collecting leaves.
What didn’t Work: Several children were absent the day of our nature walk. These children were not able to collect their own leaves, but
instead, had one of the teachers fill it for them. Some children had a difficult time holding the baggie open and placing the leaves inside. If I
were to do this project again, I would try to find small buckets or baskets for the children to use.
Erin Healy
Unit Plan

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher: Erin Healy Grade: Pre-K
Subject: Small Group
Time Needed for Lesson: 30 Minutes Lesson Concept: Math

PA STANDARD(S) (Write out standards):

Standard: 2.4.PK.A.1: Describe and compare measurable attributes of length and weights of everyday objects.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
 Measurement attributes can be quantified and estimated using customary and non-customary units of measure. Mathematical relations
and function can be modeled through multiple representations and analyzed to raise and answer questions
Essential Questions:
 Why does “what” we measure influence “how” we measure? How can data be organized and represented to provide insight into the
relationship between quantities?

ELIGIBLE CONTENT:
Standard: 2.4.PK.A.1: Describe and compare measurable attributes of length and weights of everyday objects.
• Recognize attributes of objects that can be measured
• Measure objects using non-standard items (e.g. hands, shoes, yarn, blocks)
• Practice use of standard measurement tools
• Practice using measurement vocabulary
• Sort and order by one attribute
• Use ordinal number words to describe the position of objects (first, second, last)
• Compare two objects with a measurable attribute in common to see which object has “more of”/ “less of” the attribute and describe the
difference

OBJECTIVE(S) (Be sure to include all four parts):

Erin Healy
Unit Plan

Children will recognize attributes of objects that can be measured with 80% accuracy
Children will measure objects using non-standard items (e.g. hands, shoes, yarn, blocks) with 75% accuracy
Children will practice using measurement vocabulary with 65% accuracy

MATERIALS:
Nonstandard measuring tools (plastic links, blocks, yarn, paper-clip chain)

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
Children will be using different items to measure leaves and other tree items!
BODY (Bulleted step by step/differentiation must be included)
 Children will break into small groups to complete the measuring activity
 Children will be shown the items to measure, leaves collected from the nature walk, pinecones, acorns, twigs
o “Today we are going to measure these items! How can we measure them? What tools can we use to measure? – That’s right,
we can use a ruler to measure. But what other items can we use to measure?”
o “Today we are going to use nonstandard measuring tools. These include plastic links, blocks, yarn, and paper-clip chains. You
can choose the item you would like to measure, and what tool you would like to use to measure it.”
o “I will go first. I am going to measure this big red leaf I found during our nature walk. I am going to use the paper-clip chain to
measure. How many paperclips did I need to measure my leaf? –That’s right, I needed 5.”
 Teacher will assist children as they use the nonstandard measuring tools, encouraging them to try different items, and use
measurement vocabulary.
o “I see that the twig is 4 blocks, and the leaf is 3 blocks. Which is longer?”
 The teacher will explain that the measuring tools will be available in the toys and games area for the children to use at choice time.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
Children will have the opportunity to use the nonstandard measuring tools during choice time. We will continue to practice measuring objects
throughout the year.

ACCOMMODATIONS/MODIFICATIONS:
 Provide measuring tools that a child can manipulate successfully
 Pair children of different skill levels. One child can choose an object to measure, and the other child can measure it.
 Speak slowly and clearly, using gestures to clarify concepts such as longer than, shorter than, and equal to

ASSESSMENT: (How you will determine that student has mastered objectives?):
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Unit Plan

Children will be observed and assessed on their ability to,

 Explain their measuring methods
 Grasp while using the tools to measure objects
 Ability to count the correct number of units while measuring
 Level of curiosity in using different measurement tools

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
What Worked: The children seemed to like using nonstandard items to measure. Several were able to say how many of an object was needed
to measure the item. For example, 3 plastic links were needed to measure the leaf.
What Didn’t Work: The children had a difficult time following the directions. They were grabbing tree items and measuring items for one
another. This activity would go over better with less options of things to measure and nonstandard items to measure with. Over time, more
items could be introduced.
Erin Healy
Unit Plan

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher: Erin Healy Grade: Pre-K
Subject: Large Group
Time Needed for Lesson: 30 Minutes Lesson Concept: Cognitive

PA STANDARD(S) (Write out standards):

Standard 1.5.PK.C: Standard: 1.5 PK.C: Respond to what a speaker says in order to follow directions, seek help, or gather information.
Standard: 3.2.PK.A.1Sort and describe objects according to size, shape, color and texture.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
 Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare
and communicate messages to address the audience and purpose.
 Physical properties help us to understand the world.
Essential Questions:
 What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message?
 What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the
physical properties of objects?

ELIGIBLE CONTENT:
Standard 1.5.PK.C: Respond to what a speaker says in order to follow directions, seek help, or gather information.
• Follow two-step directions
• Act upon or respond to simple statements and questions showing understanding of intent
Standard: 3.2.PK.A.1: Sort and describe objects according to size, shape, color and texture.
• Recognize the different types of matter (e.g. solid, liquid, gas)
• Describe objects according to size, shape, color or properties of matter
• Collect items and sort them according to shape, color or other attributes
Erin Healy
Unit Plan

OBJECTIVE(S) (Be sure to include all four parts):

Children will sort pictures of animals by those that live in a tree and those that do not with 65% accuracy
Children will glue pictures of animals either in the tree or under the tree with 75% accuracy
Children will respond to simple statements and questions showing understanding with 85% accuracy

MATERIALS:
Who Lives in a Tree Worksheet
Pictures of animals that do/don’t live in a tree
Glue Sticks

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
Today we will be helping some animals! These animals need to go back to their homes, either in the tree or on the ground! Let’s help the
animals get home.
BODY (Bulleted step by step/differentiation must be included)
• Children will break into their small groups
• Teacher will instruct children on the activity
o “Today we will be helping some animals! Everyone will get pictures of animals. These animals need to be put back in their
homes! Some of these animals live in a tree, while others do not. You will need to place the animals where they live, either on
the tree or on the ground. I will give you glue sticks so you can stick them to the worksheet.”
• Children will be given the worksheet, animal pictures, and glue sticks.
• Teacher will assist children as they discuss where the animals live and why they think that
• Teacher will help children with the glue sticks
• Teacher will ask the children questions,
o “Aliyah, I see you put the monkey in the tree. Why do you think monkey’s live in trees?”
o “Mason, I see you put the cat in the tree. Why do you think cat’s live in trees?”
• Teacher will collect the worksheets and put them on the bulletin board in the front of the room for other to see and discuss during the
next large group.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
Teacher will collect the worksheets and put them on the bulletin board in the front of the room for other to see. We will discuss the
worksheets during the next large group meeting.

ACCOMMODATIONS/MODIFICATIONS:
Erin Healy
Unit Plan

• Teacher will assist children with using glue sticks

• Teacher will help children sort the animals by where they live, asking questions and providing information
• Children will be paired/grouped with peers of different skill levels

ASSESSMENT: (How you will determine that student has mastered objectives?):
Children will be assessed based on their knowledge and ability to sort animals accurately on whether they live in a tree or not. Children will
answer questions and provide reasons for why they placed the animals where they did.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
What Worked: Most children were able to put the correct animals in the tree or under the tree.
What Didn’t Work: Some pictures of the animals were difficult to see. The children also got confused on whether some of the animals lived
in a tree or not. For example, several children put the cat in the tree, because cats can climb into a tree. Some children did not know that a
koala bear lives in a tree. To improve this activity, I would use larger pictures and include fewer animal choices.
Erin Healy
Unit Plan

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher: Erin Healy Grade: Pre-K
Subject: Large Group
Time Needed for Lesson: 30 Minutes Lesson Concept: Language & Cognitive

PA STANDARD(S) (Write out standards):

Standard: AL.2.PK.A: Work toward completing a task, even if challenging, and despite interruptions.
Standard: 1.2.PK.J Use new vocabulary and phrases acquired in conversations and being read to.
Standard:16.2.PK.C Engage in reciprocal communication with adults and peers.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
 Strategies for filtering and organizing information are important to the learning process.
 Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate,
and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.
Essential Questions:
 How do I decide what information/task to attend to? What strategies do I use to organize information?
 What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What
strategies and resources does the learner use to figure out unknown vocabulary?

ELIGIBLE CONTENT:
Standard: AL.2.PK.A: Work toward completing a task, even if challenging, and despite interruptions.
• State when they are being distracted
• State when they are frustrated by a challenge
• Move away from distractions in order to complete a task
Standard: 1.2.PK.J Use new vocabulary and phrases acquired in conversations and being read to.
• Talk about pictures using new vocabulary words or phrases
• Use new vocabulary in the context of dramatic play, daily routines and classroom conversations
• Begin to use new vocabulary when asking questions or describing situations or objects
Standard:16.2.PK.C Engage in reciprocal communication with adults and peers.
Erin Healy
Unit Plan

• Communicate using detail related to topic being discussed including topics of personal interest, and special events
• Pose questions related to topic being discussed
• Respond to questions posed by adults and peers
• Allow wait time before responding
• Engage in turn taking

OBJECTIVE(S) (Be sure to include all four parts):

Children will communicate using detail related to topic being discussed including topics of personal interest, and special events with 75%
accuracy
Children will pose questions related to topic being discussed with 75% accuracy
Children will respond to questions posed by adults and peers 3 out of 5 times

MATERIALS:
Smart Board
Link: A Day in the Life of an Arborist | Innovation Nation - YouTube

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)
Children will learn about a day in the life of an Arborist!
BODY (Bulleted step by step/differentiation must be included)
 Children will sit on the circle time carpet for large group
 Children will discuss “who takes care of us and who takes care of trees”
o “Who takes care of us?”
 Teacher will call on children using a quiet hand and record responses on the white board.
o “Arianna, you said Mommy. Chloe, you said Daddy. Can anyone think of who takes care of us when we are sick? That’s right,
Aliyah, a doctor! What about at school? Who takes care of you at school? The teacher! Yes, Mason.”
o “Now, lets think about who takes care of trees?”
 Teacher will call on children using a quiet hand and record responses on the white board.
o “Who takes care of trees?” Teacher will provide choices and yes or no questions to help children answer.
o “Do teachers take care of trees? No, that’s right, teachers take care of children!”
o “Do doctors take care of trees? No, they take care of people. But trees have doctors too. They are called Arborists.”
o Today we are going to go on a virtual field trip. We will learn more about who takes care of trees and what tools they use.”
 Children will watch the video (Link: A Day in the Life of an Arborist | Innovation Nation – YouTube)
Erin Healy
Unit Plan

 Teacher will pause video to ask and answer questions

 Teacher will have a discussion after the video
o “Today we learned about the day in the life of an Arborist! That is a person who takes care of a tree. Just like a doctor.”
o “What tools did you see the Arborist using?”
o “What did you learn from the virtual field trip video?”
o “What questions do you have about the virtual field trip video?”
o “Did you see any of our responses from our list on the video?”
 Discussion will end and children will transition to next activity.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
“Today we went on a virtual field trip! We learned about the day in the life of an Arborist! They care for trees and keep them healthy and
strong, just like a doctor!”

ACCOMMODATIONS/MODIFICATIONS:
• Teacher will pause video and ask and answer questions to ensure children are comprehending information
• Teacher will allow adequate time for children to ask and answer questions
• Teacher will provide choices and ask yes or no questions to help children answer questions

ASSESSMENT: (How you will determine that student has mastered objectives?):
Children will have mastered the objectives when they can communicate using detail related to topic being discussed including topics of
personal interest, and special events, pose questions related to topic being discussed, and respond to questions posed by adults and peers.
Children will be observed and assessed. Information will be collected in Teaching Strategies Gold.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical placement):
What Worked: Some children were very interested in the virtual field trip video. Technology has been a great asset to this unit plan. The
children answered questions after the video and discussed some of what they saw.
What Didn’t Work: Several children had a difficult time sitting for the 10-minute video. They lost interest and became disruptive to the
others.