6/12/2013
Early Childhood Education
Name: Kristin Rowland
Date: March 16, 2017 Grade Level: Preschool
Standard(s)/Guideline(s):
Cognition and General Knowledge- Physical Science: With modeling and support, explore the properties and characteristics of sound and light
Physical Well-Being/Motor Development- Fine Motor: Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring
precise movements
Pre-assessment of current knowledge: Students will have been working on their fine motor skills and have begun an investigation on sound
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
-The student will be able to
manipulate the different objects to
strike the glasses with.
-The student will be able to
identify which glasses and objects
created a higher and lower tone
One Assessed Developmental
Skill:
The students will use their fine
motor skills while holding the
different objects including a metal
spoon, plastic spoon, and wooden
pencil.
Safety Considerations:
-Spillage of water
-Using glass cups
Learning Experience Plan
Lesson Title: Musical Glasses
Circle one:
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
-Pictures will be taken throughout the lesson to record data
and demonstrate the students meeting objectives
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
-A checklist will be created to identify if each student was
able to successfully manipulate the objects and tap the
glasses.
-An additional checklist will be created to identify if
students were able to pick out which glasses and objects
created a higher and lower tone.
ECE PKSN
Learning Experience
Academic Language:
Glasses, metal, plastic, tone, high, low
Procedural steps:
1. Four glasses will be filled with different levels of water.
2. In small groups, the students will observe the glasses and
be able to point out which glasses have more water in them.
3. The students will be introduced to a metal spoon, plastic
spoon, and wooden pencil by the teacher. The teacher will
explain how they are different from one another.
4. The teacher will demonstrate how to properly tap the
glasses and then the students will tap each glass with the
three different objects.
5. The students will distinguish which glass made a higher
and lower sound. The glasses with more water will have a
lower/quieter sound.
6. After identifying the differences in sound that the glasses
and objects make, the students will have the opportunity to
explore the sounds and create their own music without
direction from the teacher.
Differentiation:
-Students who are more advanced with their fine motor skills
will be able to pour the water into their own glasses with a
small measuring cup. The teacher will not provide too much
water that the glasses will overfill to avoid spilling.
-Students lacking in fine motor skills can have adult over
hand assistance with tapping the glasses.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Glasses, wooden pencil, metal spoon, plastic spoon, small
 6/12/2013
Early Childhood Education
Learning Experience Plan

measuring cup
Adult Roles:
-Pouring water in various levels in the glasses
-Monitoring the students during the exploration to ensure
safety and no spillage
-Providing over hand assistance with tapping for students
who need fine-motor and coordination help

Resources & References:

http://www.sciencekids.co.nz/experiments/makemusic.html

Reflection:
After teaching this lesson, we learned that our students enjoy being creative and discovering new sounds. Almost every student was able to successfully
answer which glasses made louder and softer sounds. We were able to assess the students fine motor skills when they used the different manipulatives. To
improve on this lesson for next time, I would have the glasses placed on a tray. At one point during the lesson, a student accidentally knocked over one of the
glasses, which resulted in getting the whole table wet. If the glasses were on a tray rather than just on the table, it would be a way to contain the water in case of a
spill. In addition, moving the manipulatives to the side for some students would have worked better because some students had a difficult time only using one at a
time to see the different sounds that could be created. Lastly, explaining to the students more in depth that tone of sound correlates with high and low/deep
sounds would help the students understand more of the differences that could be heard.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Checklist #1: Ability to manipulate the materials and tap each glass

Material Serenity Jessica Elena Seth Zion Dallas Emmalin Peyton Joshua Kaiden Kenny Zarek
Used a
Metal X / X X X / X absent X X X /
Spoon
Plastic X X X X X / X absent X X X /
Spoon
Wooden X X X X X / X absent X X X /
Pencil

Checklist #2: Ability to identify which glasses made a higher and lower tone

Serenity Jessica Elena Seth Zion Dallas Emmalin Peyton Joshua Kaiden Kenny Zarek
a
Loud X X X X X / X absent X X X /
sound/ton
e
Soft X X X X / / X absent X X / /
sound/ton
e