6/12/2013

Early Childhood Education

Learning Experience Plan
Name:Insook Shin
Lesson Title: Work and Play
Date: 2016 March 15
Grade Level:Preschool
Circle one:
ECE(O)
PKSN
Standard(s)/Guideline(s):
Approaches to Learning- Initiative- Planning, Action, and Reflection- Use prior knowledge and information to assess, inform, and plan for future actions and
learning.
Language and Literacy- Reading- Fluency- With modeling and support use phrasing, intonation and expression in shared reading of familiar books, poems,
chants, songs, nursery rhymes or other repetitious or predictable texts.
Pre-assessment of current knowledge: Simple machines make work easier to do for people; we use them every day.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
Match pitch and echo
words in rhythm while
singing the song, Where
are the Simple
Machines?
Identify and match what
the different types of
simple machines look like

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)

Academic Language:
pulley, simple machines, lever, wedge, wheel and axle,
screw, inclined plane/sloped ramp

I will make a checklist that has a list of children. Each child

will be observed and made sure that each child is echoing
after me and standing up when their simple machine is
called.

Procedural steps:

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
One Assessed Developmental
Skill:

Social- interacting with

others
Language- Speaking,
listening, comprehension

Safety Considerations:
Playing with the actual simple
machines can be dangerous;
please watch out for the children
and make sure they are not

Learning Experience

I will aggregate my evidence into a class view by making a

large chart that children will match the picture of the simple
machines that they have received to the correct section.
The chart will have two columns; one column listing the
different types of simple machines, and the other column
for the children to match the simple machine to the word.
This will help me know the students are able to identify
whatever simple machine they had, and see as a whole
class view if they understood what the different types of
simple machines looked like.

For this activity, I will pass out pictures of the simple

machines to each of the children, making sure each two or
three children have the same simple machine. Then, I will
ask the class, Do you guys remember what simple
machines are? We will discuss what we already know about
simple machines and what they are used for.
Then. I will show them pictures of simple machines and
explain what each type of simple machines look like. Then, I
will say, Lets sing a song about the different types of simple
machines. I will slowly instruct the students on what to do. I
will ask them to echo after me for one verse. Then, I will ask
the students to hold their picture up if they have the correct
simple machine that is being sung. So for example, for the
first verse, the first line of the song is Where are the
levers? The students will repeat after me and then I will hold
up a picture of a lever, and say, Here we are. The students
who have the picture of the lever will hold up their picture
and the whole class will repeat after me singing, Here we
are. This will go on for all six verses. the song goes by the
tune of, Are You Sleeping? and is called Where are the
Simple Machines? The lyrics are located in the Resources
and References section.
Finally, I will hang up the large chart, and ask the children to
stand in line and tape their picture of their simple machine to
the correct section.

6/12/2013

Early Childhood Education

Learning Experience Plan
hurting themselves with the simple
machines.

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

materials.)
Pictures of a pulley, lever, wedge, wheel and axle,
screw, inclined plane/sloped ramp
Large chart of containing two columns; one column
listing the simple machine and the other blank so the
children can tape their picture of the simple machine
Adult Roles:
A teacher (or my teammate in this case), will have the
checklist with her so she can make sure that the children are
doing what they are supposed to do and seeing if they have
completed the objectives of the lesson.

Resources & References:

Pictures of simple machines found on Google Images
Where are the Simple Machines? (Original, playing to the tune of Are You Sleeping)
Where are the levers?
(Where are the levers?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)

Where are the pulleys?

(Where are the pulleys?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)

Where is the inclined plane?

(Where is the inclined plane?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)

Where are the wedges?

(Where are the wedges?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)

Where are the screws?

(Where are the screws?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)

Where are the wheel & axles?

(Where are the wheel & axles?)
Here we are
(Here we are)
Simple machines everyday
People use them everyday
Work and play
(Work and play)