6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Brooke Adams
Lesson Title: Rockin Marbles
Date: 3/1/2016
Grade Level: Kindergarten
Circle one:
ECE
PKSN
Standard(s)/Guideline(s): Domain: Cognition and General Knowledge, Strand: Physical Science, Topic: Exploration of Energy, Standard: With modeling and
support, explore the position and motion of objects.
Domain: Physical Well-Being and Motor Development, Strand: Motor Development, Topic: Small Muscle: Touch, Grasp, Reach, Manipulate, Standard:
Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements.
Pre-assessment of current knowledge: Students will use their schema about vehicles of transportation and how some transportation must get around using
wheels and how using these wheels allows the vehicles to move.
Instructional Objectives (1-2)

Assessment of Student Learning

One/Two Assessed Instructional

Objective(s): The student will be
able to...
1. Explore the motion of the
marble and draw
conclusions from their
findings.

Identify Evidence:
1. The teacher will assess and see if the students were
able to come to some conclusion about how the
marble rolls and how motion works. For example,
they may say that the more you tilt the pan, the
faster the marble rolls.
2. Students will show that they are able to use their
small muscle and fine motor skills by making
purposeful lines of paint all over the paper by tilting
the tin pan.

One Assessed Developmental

Skill: The student will be able to
2. Use their small muscle and
fine motor skills to
manipulate the tin pan to
make lines of paint with
the marble.

Program Monitoring: The teacher will look at the students

responses and see if they were able to grasp the concept of
how a bigger incline will make the round object move faster.
This gives the teacher an idea of whether or not the
students understand the concept of motion as a whole.

Safety Considerations: Make

sure students dont eat paint or
marbles.

Adult Roles: -Make sure students keep paint in the tin and
not everywhere else

Learning Experience
Academic Language: Marble, Motion, Forces
Procedural steps:
-The teacher will have three incline planes and one car.
-The teacher will demonstrate the motion of each car
coming down the different incline planes and ask the
students to watch the speed and the distance each car
travels.
-The teacher will ask the students to describe what they
saw and why the same car had different speeds and
distances.
-Once they talk this through as a group, the students will
write down their prediction for the marble in the pan and if
it will move similarly or differently than the car.
-The student will use a pencil or marker and write their
name on the back of the paper. Then the student will flip
over the paper and pick a color and roll the marble
around in that paint color. Then they will put the marble
with the paint on it onto the paper in the tin pan.
-The student will then carefully tilt the tin in different
directions to see how the motion of the marble is effected
by the movement of the pan.
-The student will hopefully discover that the more they tilt
the tin, the faster the marble will move around the paper
just like the larger incline made the car go faster. They
will also write if their prediction was correct or not. If it is
not correct, they have to write about why it was wrong.
Authentic Materials: Toy Car, 3 Different Incline Planes,
Paint, Marbles, Disposable Tin Pans, Long White Paper,
Pencils/Markers

6/12/2013

Early Childhood Education

Learning Experience Plan
Resources & References:
http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Ohio%E2%80%99s-Kindergarten-Through-Grade-3-Learningand-D/K-3-Standards.pdf.aspx
http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELDSPhysical-Well-being-and-Motor-Development.pdf.aspx

Reflection: During this lesson, I had 3 different size inclines and I rolled the ball down the incline instead of a toy car because I thought it would be more
applicable and they would be able to see how the ball will roll when it is in the tin pan. I also used ping pong balls instead of marbles because I could not find
marbles at the store I went to. This affected my lesson because the ping pong balls didnt roll as well as marbles would have and they were much bigger. When I
was about to roll the first ball down the little incline, I asked the students to tell me what they thought was going to happen. Most of them told me it would roll down
and they were correct. Then I put another incline block on top and made the incline steeper. I asked the students what they thought would happen now that I have
two blocks and it was higher. They told me they thought it would roll farther. I rolled the ball and asked them what they saw and they said that it rolled bigger. I
asked what that means and asked them to think about the speed of the ball and if it was the same or different than the first roll. They said it was faster and that
was correct. Then I got a third ramp that was even more steep and asked I them to predict how the ball will roll with that steep block by itself. They said they
thought it would go even faster, which was correct. Then I asked them how they thought the ramp would relate to the ball in the tin rolling around. One girl said that
if you tilt the pan then it will roll around like the ramp. I asked what they thought would happen when you tilt the pan more and they said it would roll fast just like
the ramp. I said what would happen if you tilt the tin too much? And they said the ball will fall out! I said correct so lets try to keep the tilting under control and not
let the ball come out of the pan, which of course we had some loose balls. Then I wish I would have had more time, because I originally wanted them to be able to
write down their answers and then see if they were right or not, but they had to go to lunch and were unable to do any writing about the experiment. If I were to do
this again, I would make sure to do it with marbles because I think it would be more controlled and I would also want to make sure that we made time for the
writing portion so that they can come to their own conclusions if their predictions were correct or not, instead of me just asking them in a group setting.