6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Madison Kerscher Lesson Title: Music Shakers

Date: March 23, 2017 Grade Level: Preschool Circle one: ECE PKSN

Standard(s)/Guideline(s):With modeling and support,explore the properties and characteristics of sound and light.
Coordinate the use of hands, fingers, and wrists to manipulate objects and perform tasks requiring precise movements.

Pre-assessment of current knowledge: The hook lesson identified the students know what sounds are and the first lesson plan with musical
glasses.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

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Early Childhood Education
Learning Experience Plan

One/Two Assessed Identify Evidence: (What will you collect or record as data Academic Language: sound, loud, soft, shake, hard,
Instructional Objective(s): The to demonstrate students have met your objective(s) and gentle
student will be able to... skill?

-The students will be able to -Pictures will be taken throughout the lesson to Procedural steps:
identify and manipulate the objects demonstrate the students meeting objectives
to make loud and soft sounds. 1. The materials pasta, rice, and popcorn kernels will
-A checklist will be created to identify if the students were be placed inside three separate water bottles.
-The students will be able to grasp able to properly grasp the water bottles and shake them 2. The students will be asked to shake one shaker at
the water bottle and properly shake properly a time and explain if they hear a loud or soft
it to make loud and soft sounds. sound.
-Another checklist will be created if the students can identify 3. The teacher will ask the student to make a soft
and manipulate the objects to make loud and soft sounds sound.
4. The student will shake the music shaker softly.
5. The teacher will ask the student to make a loud
sound.
One Assessed Developmental Program Monitoring: (How will you aggregate or compile 6. The student will shake the shaker hard.
Skill: your evidence into a class or group view?) 7. The teacher will ask the student to identify the
material in the music shaker.
-fine motor skills I will use the checklist to look at the whole group 8. The student will identify whether it is rice, pasta,
-cognitive development and or popcorn kernels.
general knowledge 9. The students will have time to make their own rhythms
and sounds with the shakers without instruction from the
teacher.

Safety Considerations:

-The food materials are not

swallowed
Authentic Materials: (Describe authentic real life, hands-
-Food Allergies on materials.)

-Hit others shaking the water -water bottles, pasta, rice, popcorn kernels
bottle

Adult Roles:
-putting materials in water bottles
-monitoring the students during the investigation to
ensure no student gets out of control
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Early Childhood Education
Learning Experience Plan
-assisting students who need help to make a loud or
soft sound
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Early Childhood Education
Learning Experience Plan

Resources & References:

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

After teaching this lesson, I discovered the students love to investigate and discover new sounds. Every student that participated was able to successfully
make soft and loud sounds and also the students were able to tell me if the sound was originally soft or loud when they first shook the shaker. I was able to assess
their fine motor skills when they picked up the music shaker and shook them. Since all the students were able to correctly do this lesson, if I were to do it again I
would make it so there were six water bottles. However, three of them would be covered so they could not see what was inside the specific water bottle. The
covered water bottles would match one of the uncovered water bottles so the student would have to shake all six and match the sounds together. This would
assess their listen skills and see if they truly can tell the difference between different items and sounds. Overall, I was very pleased with this lesson.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Sound Serenity Jessica Elena Seth Zion Dallas Emmalina Payton Joshua Kaiden Kenny Zarek
Identified and
Manipulated

Soft X X X X X / X Absent X X X /
Loud X X X X X / X Absent X X X /

An X means the student was able to participate and identify soft/loud sounds.
A / means the student did not participate in the activity.

Able to Serenity Jessica Elena Seth Zion Dallas Emmalina Payton Joshua Kaiden Kenny Zarek
properly
grasp and
shake music
shaker

X X X X X / X Absent X X X /

An X means the student was able to participate and identify soft/loud sounds.
A / means the student did not participate in the activity.