6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Lauren Joines Lesson Title: Moving in the Air

Date: April 2020 Grade Level: Pre-School Circle one: ECE PKSN
Standard(s)/Guideline(s):
45. Observing: Children observe the materials and processes in their environments
46. Classifying: Children classify materials, actions, people, and events
Pre-assessment of current knowledge:
Hook Lesson, “Same, but different”

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

One/Two Assessed Identify Evidence: Academic Language:

Instructional Objective(s): The
student will be able to...
The student will be able to identify
the differences between two forms
of vehicles that move in the air
(helicopters and airplanes)
The student will be able to, though
observation, describe the
differences in how the two
vehicles move
One Assessed Developmental
Skill:
Motor Development: Oral Motor:
Demonstrate increasingly complex
oral-motor skills such as drinking
through a straw, blowing bubbles
or repeating a tongue-twister.
Safety Considerations:
If there isn’t enough space and
time requirements set up between
students and their peers,
arguments may occur
The teacher will make an anchor chart of students
responses and predictions to refer back to and
reference through lesson
Program Monitoring:
Pictures of students experimenting along with their
quotes of predictions and responses will be posted
to a webpage.
Airplane, Helicopter, Inquiry, Prediction, Experiment, Different,
Similar, Movement
Procedural steps:
1. Before the lesson, the instructor will assemble paper
airplanes and helicopters as well as hang a string across
part of the classroom
2. When in small group, as the students “What do you think it
means to say something is the same, but different?” Write
down students responses.
- Prompting statements like “I am the same as you
because we are both human, but what makes us
different?” “does that mean we are the same, yet
different?”
3. Read the book “High Flying Helicopters” by Tony Mitton and
Ant Parker
4. Use the book to introduce the students to the ins and out of
helicopters (their teacher said they would be more familiar
with planes) and create predictions about how a plane and a
helicopter moves differently (anchor chart)
5. Hold up the model airplanes and helicopters and have
students visibly identify the differences
6. Move over to the area of the classroom where the string is
set up. Attach the helicopter to one string and the airplane to
the other (to be most effective, have the string at a
downward angle so the students can easily move it)
7. Provide each student with a straw and let them move the
airplane and helicopter with the straw. While students are
experimenting, ask them inquiry questions such as:
- “where on the vehicle can you blow to make it travel
faster?”
 6/12/2013
Early Childhood Education
Learning Experience Plan

- “do the vehicles move in different ways?”

- “What is different about the tops of the vehicles?”
- “is it easier to move the vehicle down or up the string?”
8. After each student gets the chance to explore, and pictures
and data are recorded, ask students if their predictions were
correct (you wrote them down earlier so you can read it back
to them.)

Authentic Materials:
String, paper airplane and helicopter, anchor chart paper, “High
Flying Helicopter”

Adult Roles:
Read book, introduce investigation, ask questions and give tips for a
more insightful inquiry

Resources & References:

Mitton, T., & Parker, A. (2018). High-flying helicopters. New York: Kingfisher.
Toilet Roll Helicopter Craft. (2014, May 12). Retrieved from http://www.pinkstripeysocks.com/2014/05/toilet-roll-helicopter-craft.html

https://www.doverpublications.com/zb/samples/243028/teacher20b.htm
 6/12/2013
Early Childhood Education
Learning Experience Plan

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