6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Courtney Potter
Lesson Title: Tape Line
Date:
3/21/16
Grade Level: Toddler Movement
Circle one:
Standard(s)/Guideline(s): Motor Development: Large Muscle: Uselocomotorskillswithincreasingcoordinationandbalance.
ApproachesTowardLearning:Demonstrateawillingnesstotrynewactivitiesandexperiences.

ECE

PKSN

Pre-assessment of current knowledge:

Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
Use locomontor skills to balance
across a painter tape line

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
Following a rubric, a checklist will be completed on students
activity

Learning Experience
Academic Language:
Jump
Walk
Hop
Skip
Gallop

Activity will be recorded to review to later chart to ensure

best monitoring of the activity.

Demonstrate trying a new activity

by participating

Procedural steps:
Students will be divided into groups of 1 student at a time to
remove distraction so teacher can provide instruction.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
A chart will be compiled of students ability along with which
activities they succeeded in, which activities they had
challenges with, where to go next, and the questions that
were asked.

Tape will be laid out on floor in different segments as below.

This will assess if students can jump from one line segment
to the next and back. Student will also be assessed if they
can jump backwards.
__________

One Assessed Developmental

Skill:

___________

Uselocomotorskillswithincreasing
coordinationandbalance.

____________

6/12/2013

Early Childhood Education

Learning Experience Plan
Another line segment that will be created is a vertical line.
Student will be asked to roll ball along the line.
Another shape will be created that is more challenging to see
if the student is able to walk along the shape that uses turns.
Safety Considerations:
Students can be challenged by crawling forward, sideways,
sliding along the tape and galloping.
Falling,

Students will be assessed on ability to walk heel to toe

To ensure completion, students will be asked to grab an
object from the basket and carry it all the way to the empty
basket on the end of the line segment.
Student may also be asked to touch nose while walking
across line to assess balance.

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

materials.)
Painters tape
Basket
Object
Adult Roles:
Model, Assess students ability, monitor, provide direct
instruction to ensure lesson is being followed.

Resources & References:

6/12/2013

Early Childhood Education

Learning Experience Plan

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

I taught a movement lesson to the Flyer classroom. The Flyers are currently investigating movement. This lesson did not go
as a planned with my lesson plan. A lot of things changed based on the circumstances of when I arrived and I had to evaluate what
was going to be best for that moment.
Teaching this lesson taught me, that sometimes it is better to venture from your step by step procedure. It is possible to write a
very thorough and detailed lesson plan and while that helps with preparation and organization, life does not always go the way we
planned it to. With this lesson, I planned on taking the students one by one in the hall to assess if they could walk along a taped line.
One concern I had before teaching the lesson was how I was going to implement with the age group. Having worked with this
age group before I understood that activities or learning experiences couldnt be forced or unnatural. When I walked into the Flyer
classroom I was reunited with one of my buddies. He hugged me for a while and was wanting to stay by me. It was then that I
decided to conduct the lesson right there in the classroom.
I began with two pieces of tape parallel to each other placed along the carpet floor. I asked the student if he could jump from
tape to tape, he obliged. Once praise was given, slowly more children started to gather near and wanted to participate. I could not

6/12/2013

Early Childhood Education

Learning Experience Plan

have planned for that and it worked out even better than my original plan because their attention was of genuine interest and not
forced.
If I were going to teach this lesson again, I would have placed the pieces of tape closer together, which is something I
eventually fixed throughout the duration of the lesson. I also would have placed more tape down to allow more opportunity for
involvement from the other students. Some students attempted to pull up the tape, after redirection and assurance to pat pat pat
students left the tape alone. I also would have dedicated a space to the children to wait while the other child was participating.
As I was wrapping up the lesson experience, students told me they wanted more That is when I grabbed the balance beam
and allowed students to explore balance with the material. This again reinforced that I could not predict that students would have
been as intrigued as they were. It was important to capitalize on that excitement and allow and encourage those who still wanted to
participate.
The childrens excitement and engagement was a key ingredient in the lesson going well. It was the coolest thing to see the
children migrate to the area and participate without instruction to do so. The children encouraged each other and practiced taking
turns. They also came up with new ideas of how to move through the long straight parallel line (by walking backwards, or sideways)

6/12/2013

Early Childhood Education

Learning Experience Plan

This lesson could have gone on longer as the childrens attention permitted. I think it was a great experience that
provided entertainment while also practicing patience, teamwork, and large motor skills. This lesson could even be done outside with
chalk or sticks.