5/23/2013

Early Childhood Education

Learning Experience Template

Name: Faith Marquitz Lesson Title: Sorting vehicles into air, water, and land
Date: 4/13/23 Grade Level: pre-kindergarten (3-5 years) Circle one: ECE PKSN
Standard(s)/Guideline(s):
Domain- Cognition and general knowledge
Sub-Domain-Mathematics
Strand-Algebra
Topic-Group and Categorize
Standard Statement-Sort and classify objects by one or more attributes

Domain- Cognitive and General Knowledge

Strand-Cognitive Skills
Topic-Symbolic Thought
Standard Statement-Demonstrate understanding that symbols carry meaning and use symbols to represent thinking (e.g. drawings, construction, or
movement)

Pre-assessment of current knowledge:

Teachers will know what the children will be able to do prior to the lesson plan by performing simple tests with them. If they usually play with cars,
trucks, and other vehicles, they will most likely be able to do this activity with no problem because they will recognize the pictures.

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

Two- Three Assessed Identify Evidence: (What will you collect or record as data Academic Language:
Instructional Objective(s): The to demonstrate students have met your objective(s) and Land, air, water, fly, float
student will be able to... skill?) Procedural steps:

1. The students will be I will make a checklist and record the appropriate data. 1. The teacher will find a flat surface to set out
able to sort the This will let the teacher know what the children can and three pieces of paper. Each paper will represent
vehicles to the correct cannot do based off the objective. The items on the a different category (land, air, water).
category (land, air, or checklist will be… 2. The teacher will have the little pieces of paper
water) -is able to sort the different types of vehicles to the correct with pictures of different vehicles ready in hand.
2. The student will be category based on where the travel happens 3. The teacher will call students over one by one to
able to identify the -is able to identify each transportation vehicle presented in participate in this activity.
vehicles presented in front of them. 4. The teacher will give the student one vehicle at a
front of them. time and see if they can place it on the correct
category to where the travel happens.
5. Repeat step 4 until they have gone through all
the vehicles.

Program Monitoring: (How will you aggregate or compile

 5/23/2013
Early Childhood Education
Learning Experience Template

your evidence into a class or group view?)

I will create a checklist of what the children should be able

One Assessed Developmental to do and what they should have learned by the end of this
Skill: lesson. I will determine whether the class has
accomplished these steps or not.
Observe if the child can sort the
different types of vehicles to the
correct category.

Observe if the child can identify

what pictures are being presented
in front of them Authentic Materials: (Describe authentic real life, hands-on
materials.)
-pieces of paper (one for land, water, air)
-little pieces of paper with images of different modes of
transportation

Differentiation: Adult Roles:

The children could do this with actual toy vehicles instead 1. Make sure the children are staying on task
of paper pictures. They could also do this with a partner. during the activity
2. Help them through the activity by answering any
questions they may have
Safety Considerations:
none

Resources & References:

Birth Through Kindergarten Entry - Learning and Development Standards | Ohio Department of Education