5/23/2013

Early Childhood Education

Learning Experience Template

Name: Mary McGuire Lesson Title: Animal baths

Date: 4/12/23 Grade Level: PK (3-5 y/o) Circle one: ECE PKSN
Standard(s)/Guideline(s): Cognition and General Knowledge—Science—Life Science—Explorations of Living Things: With modeling and support, identify and
explore the relationship between living things and their environments (e.g., habitats, food, eating habits, etc.).
Social and Emotional Development—Relationships—Empathy: Show regard for the feelings of other living things.
Pre-assessment of current knowledge: The previous lesson of reading and discussing how the zookeeper takes care of animals will serve as a
preassessment of student knowledge.

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
SWBAT clean dirty toy animals
using provided tools and play
animals in the clean bin.
SWBAT verbally express the
importance of being clean in
regards to animal care/health.
One Assessed Developmental
Skill:
Fine motor skills- using the
toothbrush to scrub the mud off of
the animals with soapy water.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will take anecdotal notes about what the students are
saying. I will utilize a number system to assess the students
at a level 0-3 of how proficient they are in discussing the
importance of animals being clean.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will take pictures of the students engaging in the sensory
play, and I will create a chart of the students levels they are
at from the assessment.
Academic Language:
Clean, dirty, care, safe
Procedural steps:
1. The teacher will set up the sensory table with a bin
with water and soap in it, and a bin with “dirty” water
2. The teacher will prompt students to play in the area,
asking questions about what they think they should
do if the animals are dirty.
3. The students will play in the area 2 at a time, taking
turns with however many children want a turn.
4. The teacher will record anecdotal notes about what
the students are saying.
5. The teacher will ask students about why they think
the animals should be clean and how this relates to
our own bodies.
 5/23/2013
Early Childhood Education
Learning Experience Template

Authentic Materials: (Describe authentic real life, hands-on

Safety Considerations: materials.)
Students must keep the muddy Plastic toy animals, mud, soapy water, toothbrushes
water and soapy water in the bins
and not put it on other children or
themselves, and should be Adult Roles:
observed so that they do not The teacher will observe the students engaging in the play,
ingest any materials. as well as recording anecdotal notes and taking pictures
during the play.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

My previous lesson informed my instruction for this lesson because I wanted to make sure that my lesson was more engaging and hands-on than my previous
lesson. So, I decided to do a sort of sensory cleaning activity with the students. I learned that the students definitely are more engaged and can learn more when
they are at the center of their learning and have something that they can be actively involved in. They were far more interested in this lesson than they were the
last lesson, and students were coming up to the table asking for a turn. They thought it was fun and lots of them did not want to give up their turn. Because of this,
I was able to I was worried about it being too messy to have more than 2 students participating at a time, but I think it could’ve been ok having 1-2 more stations,
and that way more students could have participated in total. I asked the students lots of questions during their time cleaning the animals, and I think that this was
good and I got a lot of good information to write down about their knowledge of the care of animals/cleaning animals. We were able to connect it to cleaning
ourselves too which I thought was a good connecting learning moment. I think to extend their learning, next time I might ask them questions about how animals get
dirty in the first place, or how they think specific animals in the wild get clean. I could also try to ask them about if they have pets if they clean them.
I thought it was interesting that some students wanted paper towels to be able to dry their animals off once they were done cleaning them. This is something I had
not thought about, and I thought it was interesting that they were able to extend their knowledge in that way. Once I provided them with paper towels they enjoyed
drying the animals off. I also found it interesting that two students said animals need to be clean so they don’t die. I think this would be something to extend
learning in a future lesson, about what animals do need to survive, like food and water. I also was able to observe that all of the students were very capable in their
fine motor skills to hold the small animal and brush it with the toothbrush and keep all objects in control.