Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Remy Tillman Date: March 31, 2020

Grade Level:
Pre-K
Lesson Title:
Things in the Sky- Introduction
Curriculum Areas Addressed:
Science and Literacy
Time Required: Instructional Groupings: Large group- heterogeneous;
1 hour individual
Standards:
CD-SC2.4c Makes simple observations of the characteristics, movement, and seasonal changes
of sun, moon, stars and clouds. Compares the daytime/nighttime cycle.

CLL1.4a Listens and responds on topic to conversations and group discussions for an extended
period.
CLL5.4d Makes real-world connections between stories and real-life experiences.

As a result of this lesson students will…

Essential Question: How does the sky look the same and different from day to night?
Learning Objectives:
The students will describe things that can be seen in the sky based on personal experiences.
The students will identify things that can be found in the sky through a drawing and dictation.
Support for Academic Language
Vocabulary: Sky, airplane, moon, helicopter, stars, sun, rocket, spaceship, jet
Language Demands:
Oral language (class discussion), Listening (video and teacher-led lesson), Drawing

Syntax:
KWL chart, art drawing
Assessment
Assessment Strategy:
KWL chart (Know & Want to Know for the Introduction lesson), Drawing of the sky
Evaluation Criteria:
 KWL:
Success (91-100): Student raises their hand and can tell me something that they know, or think that they know about the
sky
Misconceptions (80-90): Student can name something in the sky when given prompting questions or other ideas from
their peers
Failure (less than 80 points): Student cannot name something in the sky, does not try to guess, and does not have any
information that they hope to learn about the sky
*Note that this assessment is being used to see what the students already know about the sky and these grades will not
be used against them. They are simply to help me plan the lesson around the student’s background information.
 Picture of the sky:
Success (91-100): Student can draw and dictate anything that is found in the day or night sky without help or ideas from
the teacher
Misconceptions (80-90): Student can draw and dictate anything that is found in the day or night sky after receiving
guidance or ideas from the teacher or peers
Failure (less than 80 points): Student cannot draw and name something that is in the sky
Steps in the Lesson
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Attention Getter or Hook:

Picture of the sky

Introduction:
KWL chart- What is in the sky? What would you like to learn about in the sky?
*assess background knowledge and find out the interests of the students
Instructional Strategies:
 Students will watch the video, “Things in the Sky” as a whole group. The teacher will periodically pause the video
and talk about the information to highlight key information and check student’s understanding. The teacher will
invite the students to raise their hand and comment about information in the video followed by teacher’s
feedback.
 The students will participate in a whole group Class discussion about what they know about things in the sky. The
teacher will lead the discussion and ask prompting questions (Who has been on an airplane? Hot air balloon?
Flown a kite? Looked at the moon/ stars? What do we see in the day time sky that we don’t see at night? Vise-
versa?). This will allow the students to draw upon their own experiences and connect them to the information that
they are learning in the classroom. The teacher will provide feedback after each student response by
acknowledging what they say and creating a connection between their experience and how they can use it in the
classroom. This will be a form of formative assessment as the teacher will be able to see what the class already
knows and if they are understanding what kind of things are found in the sky.
 The students will draw a picture of something that is in the sky individually. After they draw the picture, the
student will dictate what they drew and the teacher will write it on their paper if the student is not a proficient
writer yet. The teacher will walk around during this time and answer any questions that the students have or help
them come up with ideas if they are struggling to recall something in the sky. This will be a summative assessment.
Closure/Wrap up:
Students will come to the carpet with their drawings and take turns sharing with their peers. This will be a good way to wrap
up the introduction of the sky as we end with some specific examples of things that the students have come up with. After
each student has shared, the teacher will give a brief summary of what things are found in the sky to wrap up the lesson.
Instructional Supports
Resources and Materials Used to Engage Students in Learning

1. Picture of the sky-

Savarese, C. (2018, February 4). Photo by Carmine Savarese on Unsplash. Retrieved from
https://unsplash.com/photos/KVVpx8M10OY
2. Video: https://www.youtube.com/watch?v=i2SbyBridfA&t=16s

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

3. KWL template:

kwl chart template: Kwl chart, Kwl, Template printable. (n.d.). Retrieved from
https://www.pinterest.com/pin/333125703671435378/

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson highlights the theories of Piaget, particularly his theory on schema. The students build upon their
background knowledge using the KWL chart. The video and class discussion then allows the students to add new
knowledge to their existing knowledge. This lesson also highlights Vygotsky’s theory of Zone of Proximal
Development. By sharing their work with a partner, they are using someone that may have more information on
a topic or have a different perspective to expand their knowledge.
Connections to Technology and/or the Arts:
Youtube video
Description of Collaboration with Others:
Partner teacher
Name of Teacher Candidate: Remy Tillman Date: April 2, 2020
Grade Level: Pre-K

Lesson Title:
Day time sky
Curriculum Areas Addressed:
Science and Literacy
Time Required: Instructional Groupings: whole group; individual
1 hour
Standards:
CD-SC2.4d Uses appropriate vocabulary to discuss climate and changes in the weather.
CLL4.4c Describes activities, experiences, and stories with more detail.
CLL1.4a Listens and responds on topic to conversations and group discussions for an extended
period.
As a result of this lesson students will…
Essential Question: What are characteristics of the day-time sky and how does it affect us?
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Learning Objectives:
The students will identify what can be seen in the sky during the day using knowledge from the video, class
discussion and personal experience.
The students will describe weather patterns through a creative art project.
Support for Academic Language
Vocabulary: Sun, clouds, rain, snow, rainbow, airplane, birds
Language Demands:
Listening (video), oral language (class discussion), drawing
Syntax:
Chart story
Assessment
Assessment Strategy:
Chart Story, Drawing
Evaluation Criteria:
 Chart Story
Success (91-100): Student raises their hand and can tell me something that they saw in the day time sky while on the
nature walk
Misconceptions (80-90): Student can name something in the sky when given prompting questions or other ideas from
their peers
Failure (less than 80 points): Student cannot name something in the sky, does not try to guess, and does not have any
information about the nature walk
 Picture of the day-time sky:
Success (91-100): Students use more than one material to create a picture of a weather pattern that we see in the day-
time sky.
Misconceptions (80-90): Student can create a picture after receiving guidance or ideas from the teacher or peers and/or
only uses one material.
Failure (less than 80 points): Student cannot make a picture of the daytime sky using any of the materials provided.
Steps in the Lesson
Attention Getter or Hook:
Nature Walk
Introduction:
The teacher will do a read-aloud of the Book: The Rain Came Down by David Shannon. This will activate
students’ prior knowledge of rain and weather that will introduce them to the lessons of the day. Because it is a
picture book, it should further develop the students’ interests of the topic.
Instructional Strategies:
 The teacher will lead a class discussion with the students as a whole group about what kinds of things they saw in
the sky during the nature. The teacher will encourage all students to participate in the discussion by asking
prompting questions. The students will share their thoughts about the nature walk and what they have learned
about things that can be seen in the night sky. The teacher will ask questions such as, “What other weather
patterns could we see in the sky? What do those weather patterns look like? What do we do during those weather
patterns?
 After the class discussion, the teacher will make a chart story of the student’s responses to the prompt, “Things in
the Daytime Sky”. As the students sit in a circle as a whole group, the teacher will ask each child to give a response
to the prompt and she will write it on the chart. After each response, the teacher will provide some feedback by
saying whether she agrees or disagrees with the student and asking some elaboration questions that allows for the
students to form discussion.
 The students will watch a video about daytime as a whole group. As the video plays, the teacher will lead the class
in some movements to go along with the video content. This will incorporate music and movement into the lesson.
The students will do this as a large-group on the carpet. As the video is playing, the teacher will repeat information
that the video is saying in order to emphasize important content. This will support student’s development by
replaying the same video from yesterday and by adding some movement to the activity, and building upon
knowledge from the day before.
 The students will get a variety of materials such as cotton balls, sun cut-outs, dot markers (raindrops), and so on.
The students will use these materials to create a picture of the sky, individually that displays a weather pattern.
The teacher will walk around and answer any questions that the students have along with giving any ideas if the
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

students need some inspiration. As the students make their pictures, the teacher will give feedback to the students
through suggestions about materials to use along with answering questions. The students will use weather
patterns that they have seen (using their personal experiences), or from the video or discussion from the whole-
group lesson.
Closure/Wrap up:
Students will come to the carpet with their drawings and take turns sharing with their peers. This will be a good way to wrap
up the introduction of the sky as we end with some specific examples of things that the students have come up with. After
each student has shared, the teacher will give a brief summary of the weather patterns and other things found in the
daytime sky.
Instructional Supports
Resources and Materials Used to Engage Students in Learning
1. Book-
Shannon, D. (2013). The Rain Came Down. New York, NY: Scholastic.
2. Video- https://www.youtube.com/watch?v=bNsXGB3Sp94

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
www.pinterest.com

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson highlights the theories of Piaget, specifically his Constructivism theory. The students are getting to
experience the elements of the sky by taking the nature walk that is very hands-on learning, not just talking
about it in the classroom. The lesson also highlights Vygotsky’s theory of the Zone of Proximal Development
when the students pair-share on the carpet. They are learning from students that may have a deeper knowledge
of the subject or hold a different perspective than they do.
Connections to Technology and/or the Arts:
Technology- Youtube video
Description of Collaboration with Others
Collaboration with partner teacher

Name of Teacher Candidate: Remy Tillman Date: April 3, 2020

Grade Level:
Pre-K
Lesson Title:
Night-time Sky
Curriculum Areas Addressed:
Science and Literacy
Time Required: Instructional Groupings: whole group- heterogeneous
1 hour
Standards:
CD-SC2.4c Makes simple observations of the characteristics, movement, and seasonal changes
of sun, moon, stars and clouds. Compares the daytime/nighttime cycle.
CLL5.4d Makes real-world connections between stories and real-life experiences.
As a result of this lesson students will…
Essential Question: What are characteristics of the night-time sky and how can it affect us?
Learning Objectives:
The students will identify what can be found in the sky during the night time using knowledge from the lesson
and video.
The students will describe the nighttime sky through constellation artwork.
Support for Academic Language
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Vocabulary: Moon, stars, planets, sun, bright, clouds, rocket, spaceship

Language Demands:
Listening (read-aloud), drawing (constellations picture)
Syntax:
Vocabulary cards
Assessment
Assessment Strategy:
Thumbs Up/ Thumbs Down; Constellations Picture

Evaluation Criteria:
 Thumbs Up/ Thumbs Down following the class discussion
Success: 90% of the students give me a thumbs-up when I asked if they understand elements of the nighttime sky.
Misconception: 80% of the students give me a thumbs-up when I ask if they understand the elements of the nighttime
sky.
Failure: Less than 80% of the students give me a thumbs-up when I ask if they understand the elements of the nighttime
sky.
 Constellation Picture:
Success (91-100): Student can use the star stickers and white colored pencils provided to create a constellation from a
picture that they create without help from the teacher and can also dictate what the picture is for the teacher.
Misconception (80-90): Student can use the stickers and white colored pencils provided to create a constellation from a
picture that they create, but only with guidance and ideas from the teacher and can also dictate what the picture is.
Failure (Less than 80%: Student cannot create a constellation picture either by not following directions or not trying to do
so.
Steps in the Lesson
Attention Getter or Hook:
Read the book, Papa Get the Moon for Me by Eric Carle
Introduction:
The students will sing along to the song twinkle-twinkle Little Star with movements led by the teacher. This will play into the
student’s background information because they have already learned the song when they learned different nursery rhymes.
Instructional Strategies:
 The students will participate in a short whole group class discussion as the teacher summarizes the things that can
be found in the night sky, drawing from the book and from the song. The teacher will first ask the students to
share some things that they know can be found in the night sky, and add to it in order to provide feedback and
expand their knowledge. While the discussion is happening, the teacher will go through some vocabulary
flashcards that have been written on notecards using the nighttime sky vocabulary. This will simply be used as a
visual for the students to see how the word looks when it is written, since the majority of the class cannot read
yet.
 The students will participate in an individual art project titled, “Creating Constellations”. The teacher will pass out
black construction paper to the students along with packets of gold star stickers to each table. The students will
have the opportunity to create their own constellations with the stickers, making any picture that they want to.
The teacher will walk around while the students work as help as needed, giving suggestions or helping the students
place the stickers on the paper. The students will dictate what picture they made into a constellation and the
teacher will write it on the paper with a white colored pencil if the student is not proficient enough to write
themselves. The students can then practice their fine motor skills and counting skills by connecting their stars with
a white colored pencil and also counting their stars and writing the number on their paper.
Closure/Wrap up:
The teacher will lead a whole group dramatic play scene called, “Trip to Space”. The teacher will shut the lights off and lead
the students through prompts about their trip to space. The students will blast off in the rocket ship where they will move
their bodies as if they are going through the earth’s atmosphere. The teacher will then point out things that they see while
they are in space. “There are some stars! Who remembers what a star pattern is called? We are approaching some planets.
What are the names of the planets? I see the moon. Who can describe what the moon looks like?” and so on. The
information that the teacher states will be content that the teacher talked about during the lesson and will summarize the
information.
Instructional Supports
Resources and Materials Used to Engage Students in Learning:
1. Book

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Carle, E. (1986). Papa, Please Get the Moon for Me. New York: Simon & Schuster Books for
Young Readers.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson highlights Piaget’s Constructivism theory. By allowing the students to role play as if they are in
space themselves, they are learning by doing. The Constructivism theory emphasizes that the students learn
through hands-on activities. The “Space Trip” allows them to be a part of the learning.
Connections to Technology and/or the Arts:
Arts: Dramatic theater play of the trip to space
Description of Collaboration with Others:
Collaboration with partner teacher

Name of Teacher Candidate: Remy Tillman Date: April 7, 2020

Grade Level:
Pre-K
Lesson Title:
Living vs. Non-living things in the Sky
Curriculum Areas Addressed:
Literacy and Science
Time Required: Instructional Groupings: Whole group-heterogeneous; small
1 hour group
Standards:
CD-SC2.4c Makes simple observations of the characteristics, movement, and seasonal changes
of sun, moon, stars and clouds. Compares the daytime/nighttime cycle.

CLL1.4a Listens and responds on topic to conversations and group discussions for an extended
period.

As a result of this lesson students will…

Essential Question: How do living things in the sky compare and contrast to non-living things?
Learning Objectives:
The students will describe the difference between living and nonliving objects in the sky.
The students will identify examples of living objects in the sky and examples of nonliving objects in the sky
using a T-Chart.
Support for Academic Language
Vocabulary:
Airplane, Bird, Sun, Moon, Helicopter, Butterfly, Rainbow, Sun, Bat, Bug
Language Demands:
Oral language (class discussion),
Syntax:
T-Chart
Assessment
Assessment Strategy:
Thumbs up/ Thumbs Down; T-chart

Evaluation Criteria:
 Thumbs Up/ Thumbs Down:

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Success: 90% of the students correctly identify the picture as either living or nonliving by giving a thumbs up/ thumbs
down.
Misconception: 80% of the students correctly identify the picture as either living or nonliving by giving a thumbs up/
thumbs down.
Failure: Less than 80% of the students correctly identify the picture as either living or nonliving by giving a thumbs up/
thumbs down.
 T-chart:
Success (91-100): Student raises their hand and can tell me something in the sky that is either living or nonliving.
Misconceptions (80-90): Student can name something in the sky (living or nonliving) when given prompting questions or
other ideas from their peers
Failure (less than 80 points): Student cannot name something in the sky (living or nonliving), does not try to guess.
Steps in the Lesson
Attention Getter or Hook:
Video: Living and Nonliving
Introduction:
The students will look at a series of photos of things in the sky. Based on the information about living vs.
nonliving things in the video, the students will have to decide whether the object in the picture is living or
nonliving. They will indicate this with thumbs up- living and thumbs down- nonliving.
Instructional Strategies:
 The teacher will lead a whole group class discussion that summarizes the information from the video along with
going over the correct answers from the picture comparisons. The students will answer questions about living and
nonliving characteristics and will share examples of these things that can be found in the sky. The teacher will ask
the prompting questions and provide feedback to each student to ensure that the information they are sharing is
correct. The teacher will also the students to ask any questions during this time to ensure that the students
understand the content.
 The students will go into their small groups and with their group, play a weather letter-recognition matching
game. The teacher will explain the directions (match the lower-case letter, upper-case letter, and picture to its
matching letter umbrella card) and then walk around each group and help if needed. The students will work with
their small group to match all of the cards to their correct letter. The teacher will check each group once they finish
and explain what letters the group got wrong, giving explicit feedback so that the students know exactly which
cards match. This is also a great way for the students to practice their letter recognition.
Closure/Wrap up:
The students will form a circle and the teacher will lead the whole class in making a T-chart. The chart will have living things
in the sky on one side and nonliving things on the other. The students will go around in the circle and either name a
characteristic of an object that is living or nonliving OR they can name an example of a living or nonliving object in the sky. As
the students give their response, the teacher will write what they say on the chart that will later be hung up in the classroom
for the students to refer back to.
Instructional Supports
Resources and Materials Used to Engage Students in Learning
1. Video:
Living and Nonliving Things | #aumsum - YouTube. (n.d.). Retrieved from
https://www.youtube.com/watch?v=p51FiPO2_kQ
2. Pictures

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Slotnick, D. (2019, November 18). Boeing's 737 officially lost the title of world's most popular
airplane. Airbus' competitor just passed it in sales. Retrieved from
https://www.businessinsider.com/airbus-beats-worlds-most-popular-plane-a320-737-2019-11

Top 25 Wild Bird Photographs of the Week: Birds in Flight. (2020, February 5). Retrieved
from https://blog.nationalgeographic.org/2019/09/27/top-25-wild-bird-photographs-of-the-
week-birds-in-flight-2/

Choi, C. Q. (2017, September 8). Moon Facts: Fun Information About the Earth's Moon.
Retrieved from https://www.space.com/55-earths-moon-formation-composition-and-orbit.html
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Keim, B. (2017, June 4). High Metabolism Fueled Evolution of Bat Flight. Retrieved from
https://www.wired.com/2010/04/bat-flight-evolution/
3. Game

Weather Math and Literacy Centers for Preschool, Pre-K, and Kindergarten: Preschool
weather, Weather activities, Preschool. (n.d.). Retrieved from
https://www.pinterest.com/pin/309833649367408714/

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson highlights Piaget’s theory of scaffolding. The T-chart will be used as an anchor chart that will
support the student’s understanding until they are proficient enough to know the information on their own.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Connections to Technology and/or the Arts:

Technology: Pictures for comparison
Description of Collaboration with Others:
Collaboration with partner teacher

Name of Teacher Candidate: Remy Tillman Date: April 9, 2020

Grade Level:
Pre-K
Lesson Title:
Day vs. Night Closing
Curriculum Areas Addressed:
Science and Literacy
Time Required: Instructional Groupings: Whole group- heterogenous;
1 hour partners
Standards:
CD-SC2.4c Makes simple observations of the characteristics, movement, and seasonal changes
of sun, moon, stars and clouds. Compares the daytime/nighttime cycle.
CD-SC2.4d Uses appropriate vocabulary to discuss climate and changes in the weather.

CLL1.4a Listens and responds on topic to conversations and group discussions for an extended
period.

As a result of this lesson students will…

Essential Question: How does the sky change from daytime to nighttime?
Learning Objectives:
The students will compare and contrast the differences between the daytime and nighttime sky.
The students will state and explain what they would see in the daytime and nighttime sky through dramatic
play.
Support for Academic Language
Vocabulary:
Moon, Sun, Stars, Clouds, Rain, Planets, Owls, airplanes, helicopter
Language Demands:
Oral language (dramatic play and class discussion), Drawing/ Writing
Syntax:
Venn-diagram, KWL chart
Assessment
Assessment Strategy:
Venn-diagram, Day/Night drawing

Evaluation Criteria:
 Venn-diagram:
Success (91-100): The student can name something that is in the daytime sky when asked for the daytime and name
something in the nighttime when asked for the nighttime without help of guidance from the teacher.
Misconception (81-90): The student can name something that is in the daytime sky when asked for the daytime but
cannot name something in the nighttime sky when asked for the night time or vise-versa.
Failure (less than 80 points): The student cannot name something that is in the daytime when asked for the daytime or
the nighttime when asked for the nighttime.
 Day/ Night Drawing:
Success (91-100): The student can draw or create both things that go in the daytime sky and things that go in the
nighttime sky on their construction paper without help or guidance from the teacher.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Misconception (80-90): The student can draw or create either things that go in the daytime sky OR things that go in the
nighttime sky and require help and guidance from the teacher.
Failure (Less than 80 points): The student cannot draw or create things that go in the daytime and nighttime sky.
 KWL chart:
Success (91-100): The student can name something in the sky that they have learned without help or guidance from the
teacher or from their peers.
Misconception (80-90): The student can name something in the sky that they have learned, but only after help and
prompting from the teacher or from their peers.
Failure (less than 80 points): The student cannot name something in the sky that they have learned, even with help from
the teacher or peers.
Steps in the Lesson
Attention Getter or Hook:
Video: NEW MacDONALD'S Farm - Night And Day Song
https://www.youtube.com/watch?v=4XP0zdN8icM
Introduction:
The students will sit in a circle on the carpet and the teacher will make a Venn-diagram on a piece of chart
paper. The diagram will be titled, “What is the same and different about the day and night sky?” The students
will go around in the circle naming something the see only in the daytime, only in the nighttime, or something
that can be found in both. This will be used to organize the information that they have learned throughout
the mini-unit.
Instructional Strategies:
 The teacher will lead the students in a large group dramatic play scene where the students will role-
play the daytime and nighttime. The students will sit on the carpet crisscross-applesauce and close
their eyes. The teacher will begin telling the students that it is nighttime now and when the students
open their eyes, the lights will be off. The teacher will have some props hanging around the room that
represent the nighttime sky (examples- cut outs of moon, stars, owl stuffed animal, pictures of planets,
and so on). The students can have props such as flashlights to allow them to role play being in the
nighttime. The teacher will ask the students to name what they see in the room of the nighttime along
with what else could be seen in the nighttime sky. This will test the knowledge of the students along
with encourage the students to think back to what they have learned throughout the unit. The teacher
will then say, “Okay it is time to go to sleep. Everybody lay down and don’t open your eyes until the
morning!” While all of the students have their eyes closed, the teacher will change the setting of the
room to make it look like daytime (turn the lights on, hang up a sun, clouds, stuffed animals of birds,
toy planes, and so on). The students will then open their eyes and go through the same process. The
teacher will ask them to name the things that they see along with what else they may see in the
daytime sky. They can pretend to use their “binoculars” to look far away and do other role-playing
scenarios led by the teacher. This is a good way to wrap up what they have learned throughout the
mini-unit.
 The students will create a day/night sky picture individually, using two pieces of construction paper
that are put together. On the black side, they will create things that go in the nighttime sky (moon,
stars, and so on). On the blue side, they will create things that go in the daytime sky (sun, clouds, and
so on). This is a creative project so the students will have access to a variety of materials that they can
glue onto the paper or materials that they can draw with. The teacher will walk around to facilitate the
activity and help with gluing or using the materials that the students choose to use. The students will
also dictate what they have drawn or created to the teacher who will write it on their paper if they are
not proficient enough to write it themselves.
Closure/Wrap up:
The students will fill out the “Learned” column on the KWL chart from the introduction lesson. The students will sit in a circle and take turns
sharing what they have learned about things in the sky and the teacher will write it on the KWL chart.
Instructional Supports

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Resources and Materials Used to Engage Students in Learning

 Picture idea

On Day Four, God Made The Sun, Moon and Stars Craft: Stars craft, Bible lessons for kids,
Preschool themes. (n.d.). Retrieved from
https://www.pinterest.com/pin/353251164514443284/
 Video:

https://www.youtube.com/watch?v=4XP0zdN8icM

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson highlights the theories of Vgotsky, specifically his Scaffolding theory through the Venn-diagram
that will be used as an anchor chart. This lesson also highlights Piaget’s Constructivism theory as the students
are learning by doing through the dramatic play scene. They are taking a hands-on role in the activity and
learning by doing.
Connections to Technology and/or the Arts:
Technology: Video
Arts: Dramatic play theater, drawing
Description of Collaboration with Others:
Collaboration with partner teacher

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College