Lesson Sketch for EDT 313 Investigation Hook lesson

Individuals completing this plan: Angela Brooks and Caroline O’Donnell

Lesson title: Dental Health Investigation Investigation Topic: Dental Health___

2 Early Learning & Development Content Standards indicators:STANDARD

STATEMENT
Solve problems by planning and carrying out a sequence of actions.
Physical Well-Being and Motor Development. Physical Well-Being, Body Awareness: Identify
and describe the function of body parts

Approaches Toward Learning, Initiative, Initiative and Curiosity: Ask Questions to seek
explanations about phenomena of interest

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise
language w/ action verbs.
The student will:
1. List what they already know about teeth

2. Ask questions about teeth

Experience(s): Describe authentic (real life, hands-on not representational) materials and
enticing/ creative experiences in which children are actively engaged. Experiences should
encourage experimentation, problem solving and language development. How will the
experience(s) inform you on the children’s prior knowledge and interest in the topic? How can
you use this data to inform the development of your Integrated Investigation Plan?

- Read book to give kids introduction to the topic and an idea of what is going to be
talked about → ask questions about this “what do you know about teeth?” “what are
these tools?” “how do you use them?” “do only humans have teeth?”......
- Ask kids what questions they have about teeth
- By asking children what they know we can get an understanding of their prior
knowledge. When we ask them if they have an questions, it will show us what type of
things about teeth they have an interest in learning about,
- We can use this data to guide what we do in our lesson because we will have an
understanding of the children’s base knowledge and we can use their questions to drive
our learning experiences.
Assessment of student learning:
1. Data to be collected-
Information on what the students know

2. Method used to record/aggregate data-

We can record the data on a sheet of paper by writing the names of the kids down and
then listing what they know about teeth next to it and what questions they ask.

3. Interpretation of assessment data-

This data will show us what kind of base knowledge the children have about teeth so we
know exactly what needs to be taught. Learning what questions children have will also help us
pick learning experiences that directly cover those questions. We can also use what we notice the
children need to work on when creating goals for our students and when creating a
developmental checklist for our actual lesson

Reflection on lesson: In one page double spaced explain why the instructional objectives,
experiences and materials were chosen. Describe how well the children learned/achieved the
instructional objectives. Finally include a description of how the experience provided data to
inform the development of the investigation.

We chose to do the experience of a KW chart to get an idea of what the students knew,

and wanted to know, so that we could use the data to further guide our instruction. Our

objectives were for the students to be able to tell us what they knew about teeth already and then

what questions they might have about teeth. We chose this so that we could gain an insight into

what the kids knew, but also it taught the children the skill of articulating things that they know

and then thinking deeper to come up with what they don’t know and what questions they might

have. We read the book, “The Tooth Book” by Dr. Seuss which was recommended to us by our

teacher. The book was a good way to get the children engaged and helped them to start thinking

about teeth and what they know about them. The book also brought up a lot of questions with the

students which helped when creating our chart. While we were talking with the children, we had

a large poster on the board divided into two halves, one for what the children know and one for

questions. As the children said different things, we recorded them on this chart. The teacher
asked us to keep the chart in the classroom so that the class would be able to look back at it as

they pleased throughout the following weeks. However, we also took a picture of the chart so

that we could refer back to the data we had gathered. By having the chart recorded, we were able

to see what types of things the kids already understood so that we knew we didn’t have to go as

in depth in those areas. In addition, the questions that the children asked helped us to see what

they would find interesting when picking out lessons to teach later on.