Lesson Plan Template

Authors

Name(s): H. Kübra Gümüş

Müge Ongur
N. Berfin Yapar
Nilgün Erzincan

Details

Course

ECE- Music (Movement Integrated) Whole Group Activity

Unit Title

How vehicles work?

Grade Level

Early Childhood Education (60-72 months)

Time

2 hours

Content

Learning Outcomes [ASSURE (State Objectives)]

Motor Development Domain

Children who are 60-72 months of age (audience) imitate the specific and
appropriate movements (behavior) by listening the music (condition) 99% of the
time (degree).
Language Development Domain
Children who are 60-72 months of age (audience) comprehend and apply the
given instructions (behavior) in a story described (condition) %99 of the time
(degree).

Instructional Materials & Media [ASSURE (Select Strategies, Technology,

Media and Materials)]

The song of “Otobüsün Tekerleği”:

https://www.youtube.com/watch?v=0arQYWxkeAw

Learning-Teaching Methods [ASSURE (Select Strategies, Technology,

Media and Materials)]

Video, collaborative learning

Child centered activity
Facilitating, Modeling

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials

and Require Learner Participation)]

Children learn the functions of vehicles via a video which is prepared by

Animoto, music, and movements.

Individual Learning Activities Learning the functions of vehicles with the

video

Group Learning Activities Learning the movements in the song

Summary
Teacher comes to the class and by saying a nursery rhyme, s/he gets the
children together. Next, s/he opens “Otobüsün Tekerleği” song and related to
the song, the movements are done with together. After the song, teacher shows
the children a vehicles video that is created by using Animoto and with the end
of the video, the train story is told the children by the teacher and children move
according to the instructions in the story.
Teacher asks the assessment questions to measure children’s learning.

Descriptive Questions: What was the small train doing?

Daily Life Questions: Have you ever got on a train before?

Sensual Questions: How did you feel while doing the

movements of train?
Objective Questions:
Which movements did we do in the story of
small train?
Explanation regarding to the implementation of the plan

Firstly, in the activity day, when children come to the classroom, teacher says a
nursery rhyme and it includes:
Çocuklar çocuklar
Burada bir şarkı varmış
Dinleyelim bakalım
Şarkı neyi anlatırmış

Then, teacher opens the song of “Otobüsün Tekerleği”

(https://www.youtube.com/watch?v=0arQYWxkeAw), and with the guidance of
the teacher, children start to dance according to the rhythm of music.
Otobüsün tekerleği yuvarlak yuvarlak yuvarlak (Making a circle by index finger)
Otobüsün tekerleği yuvarlak dönüyor (Turning around)
Çocuklar otobüse bindiler bindiler bindiler (Acting like taking the bus)
Çocuklar otobüse bindiler oturdular (Crouching down)
Otobüs zıpladı zıp zıp zıp, zıp zıp zıp, zıp zıp zıp (Jumping)
Otobüs zıpladı zıp zıp zıp, zıııp zıp zıp zıııp (Jumping)
 Korna çaldı düt düt düt, düt düt düt, düt düt düt (Taking the palm of the hand
forward)
Korna çaldı düt düt düt, düüüt düt düt düüüt (Taking the palm of the hand
forward)
Otobüsün motoru bağırdı rın rın rın, rın rın rın
Otobüsün motoru bağırdı rııın rın rın rııın
Otobüsün kapısı açıldı, kapandı, açıldı (Opening, closing, and opening both
arms)
Otobüsün kapısı kapandı ve açıldııı (Closing and opening both arms)
Otobüsün tekerleği yuvarlak yuvarlak yuvarlak (Making a circle by index finger)
Otobüsün tekerleği yuvarlak dönüyor (Turning around)
At the end of the music, teacher asks some questions to children in order to
create a discussion environment. “In the song, what did the bus do?” can be an
example of question. After children’s answers are listened, it is given brief
information about the characteristics and function of the vehicles. To support the
information, teacher shows a video that is created by using Animoto and in the
video, there are some pictures of vehicles about how they work. The video ends
with the picture of a train and at this point, teacher says “Let’s learn how a train
works. I am the locomotive of the train. Locomotive is the part of the train that
pulls the wagons. Therefore, I am the top of the train. You can create wagons.
Wagons are the part of the train attached to the locomotive. A train consists of
the locomotive and the wagons. Let’s settle the wagons behind the locomotive!”
and with the children, it is formed a line consecutively. Depending on number of
the children, a ring can also be created instead of line. Everyone keeps each
other’s waist and teacher starts to move by telling the story. It includes:
Bir küçük tren varmış. Yavaş yavaş gidermiş. (Walking with the children)
Düt düt diye ötermiş (Making “düt düt düt” sound while walking)
Aa o da ne? (Stopping)
 Raylar düz değilmiş (Stopping)
Küçük tren bir sağa gitmiş (walking right side)
Küçük tren bir sola gitmiş (walking left side)
Küçük tren bir sağa gitmiş (again, walking right side)
Küçük tren bir sola gitmiş (again, walking left side)
Aa o da ne? (Stopping)
Küçük tren durağa gelmiş (Stopping)
Birer birer yolcular inmiş (stomping with feet)
Küçük tren hareket etmiş (walking)
Hızlanmış hızlanmış hızlanmış (quickstep)
Aa o da ne? (Stopping)
Küçük tren engele takılmış (Stopping)
Küçük tren devam etmiş devam etmiş (walking)
Küçük tren gara varmış (stopping)
Birer birer yolcular inmiş (stomping with feet)
Küçük tren dinlenmeye gitmiş
With the last sentence, children are motivated to sitting their chairs. By asking
assessment questions, the activity is ended.
Back-up plan:
Teacher can download the video to her computer before the activity against the
possibility of the problem in Internet.