5/23/2013

Early Childhood Education

Learning Experience Template

Name: Kay Crum Lesson Title: Egg Shakers

Date: 03/29/2019 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):
1. Domain: Physical Well-Being and Motor Development
Strand: Motor Development
Topic: Small Muscle: Touch, Grasp, Reach, Manipulate
Standard Statement: Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
2. Domain: Approaches Toward Learning
Strand: Creativity
Topic: Innovation and Invention
Standard Statement: Use imagination and creativity to interact with objects and materials.

Pre-assessment of current knowledge: Being able to use paper and writing/drawing utensil. Small motor skills—pincer grasp, ability to grasp smaller items.
Large motor skills—jumping, walking.

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
-grasp a writing utensil to create a
picture of what they believe is
inside of their egg.
-use large motor skills (jump and
walk) to hear the various sounds of
the shaker egg.
One Assessed Developmental
Skill:
-Motor development: large and
small motor development.
Safety Considerations:
-Make sure the children have
enough room to jump (reference
their bubble when explaining this to
them).
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
-I will collect child work samples to assess the students’
small motor skills—holding a writing utensil.
-I will use a checklist to observe the students’ large motor
skills. I will have one box for jumping. I will not have one for
walking, as I know every child in the classroom is able to
walk.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will use the checklist and child work samples to create a
bar graph—the students who are able to complete the tasks
versus the students who are still in a work in progress.
Academic Language:
-Jump
-Grasp
-Writing utensil
-(Shaker) Egg
Procedural steps:
1. Tell the students that we will be using our listening
ears to help us identify what is in the egg.
2. We will first shake our egg.
3. We will them stand up and jump with our egg—make
sure you have enough bubble room though. You do
not want to be in someone else’s bubble—that would
not be safe.
4. Now, can you use your walking feet to see if you can
hear your egg?
5. Return to your seat.
6. Pass out paper and writing utensils.
7. Ask students to draw what they think they hear in
their eggs.
8. Go around the table and share drawings
9. Ask children where they are going for center time—
this will be when you collect their papers and write
their names on their paper if they did not do so.
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Early Childhood Education
Learning Experience Template

10. Allow the children to open up their eggs and see what
is inside. If they would like to draw/stamp with what is
inside their eggs, allow them to do so.
11. Have students place their egg and crayon/stamper in
their cubbies along with any additional drawings.

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

materials.)
-Plastic Easter eggs filled with a small stamper or bunny
crayon.
-Paper to draw on.
-Writing utensils—marker, crayon.

Adult Roles:
-Make sure children have enough bubble space to walk and
jump.
-Scaffold children to draw what they hear inside of their eggs
Make sure children are compiling their own drawing of what
they think is inside the egg along with verbally talking about
their drawing. Asking questions about their drawings.

Resources & References:

Ohio Early Learning Standards.

Reflection: (What have you learned about your students? How will this inform future instruction?)
will write a two-page, double-spaced, size 12-font, reflection on how your lesson went, using the rubric and answering the following questions: Did
your lesson go as planned? What would you change if you were going to teach this lesson again? What did you learn from teaching this lesson? What
modification did you need to make to ensure individual child success?
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Early Childhood Education
Learning Experience Template

Throughout this lesson plan with the preschool classroom, I have learned a few things about my students. The number one thing being this;

they love moving and they love it even more when they have a choice of how to move. In my lesson, I started off by allowing the students to hear

their eggs—they chose the movement. Many of the students just shook their eggs. That is where I changed my lesson plan a little as I went because I

just knew the children would not sit still until I allowed them to shake their eggs—differentiation of the lesson. I then went into the lesson plan fully.

Overall, I think my lesson went well. I think the lesson allowed the children to deep think. Since the lesson was completed after Easter, many

of the children had reasonable answers of what was in the egg. Some of the guesses were candy and toys—all very reasonable of what could be in a

plastic egg. This is part of the lesson that went better than I expected. Another part of my lesson that went well was the movement. All of the children

followed the directions of when to jump, when to stop, and when to start the next motion. The students also found another movement on their own to

hear the egg. Many of the children resorted to walking and shaking the egg at the same time or jumping and shaking the egg at the same time. But

that gave the students a chance to be creative and move on their own without being told how to hear the egg.

One part of my lesson that I was not very fond of was the drawing part. Many of the children were impatient and wanted to open their egg to

find out what was inside of it. So, they did not want to draw what was inside. I made sure they drew something though—most of them made a super

quick drawing of what they thought was inside of it and also verbally told their friends and I what their picture was that they drew. If I were to teach

this lesson again, I would not have the students do so many movements before drawing and then opening their eggs to see the “surprise.” I believe it

was too drawn out for a preschooler to retain their want of opening the egg. I would change this by asking the students to shake their egg to hear it

and then create their own movement to hear the egg. From there, I would then go into the drawing. This would significantly cut down the time form

when they get the egg to when they find out what is inside of it. With that, I believe I would also get a better drawing and explanation of what they

think is inside of the egg. After they draw their guess, they would then be able to open their egg and see what is inside. I would also like to add
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Early Childhood Education
Learning Experience Template

something to my lesson. Inside of the egg, there was a crayon or stamp. I would ask the students to then turn their paper to the back of their guess and

use their crayon or stamp to create a picture of their own. This would also utilize a creative standard from the Ohio Early Learning Standards.

During this lesson, I did have to make a few modifications, but they were minor. In the preschool classroom, we have one student who is

newer to the classroom. She has not quite come out of her bubble and also parallel plays a lot with the occasional one-on-one interaction with a peer.

She did not want to participate at first, but after the first small group was over, she asked me if she could have an egg. I told her that her and I could

just do the lesson together. So, the modification I had to make was doing this lesson one-on-one with a student rather than in small groups like I had

originally planned.

One other modification that had to be made was when I was completing this lesson. I had planned to complete this lesson during small group

time—first with the younger children, then with the older children. When it came down to it, my cooperating teacher made me implement this lesson

during free time and only use the students who chose to do the lesson because it was free time in the classroom. This made it difficult for me to find a

way to get the students to come over to implement this lesson with the students in the class—I did not want to leave students out because they were

being sent home with an egg. So, I had to modify and show the students the eggs and tell them they if they wanted to take one home, they had to

choose to help me with my lesson. This is when a small group came over to help me. I then had to keep reminding them that they chose to come help

me, but they had to stay the whole time and help me in order to take the egg and surprise home. Doing this in many small groups ruined the surprise

for some students though because they knew what their friends had gotten in their eggs. So, if I were to implement this lesson again, if it were in my

hands (unlike this lesson), I would like to do it as a large group lesson or two small groups. I would like to be able to surprise all of the children and

have them oblivious as to what is inside—no help from their friends because they had already opened an egg. With that, the children who went later

in the group (the first time) would likely have a different guess. Some of the children towards the middle/end of the lesson even guessed that there
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Early Childhood Education
Learning Experience Template

was a bunny in the egg or s stamp—that was exactly what was in all of the eggs. So, the “surprise” and deep cognitive thinking was ruined by

knowing what was inside of their friends’ eggs.