Early Childhood Education Learning Experience Plan Template

* Note: Do not put explanations and rationale in your plans. Plans should not exceed 4 pages in length.

Teacher Candidate Name: Sabrina Avery

Age/Grade Level: Wonder Room

(List the number and text of the standard. If only a portion of a standard is being
WI Model Early addressed, then only list the relevant part.)
Learning
Standards C. EL. 4 Forms explanations based on trial and error, observations, and explorations
(WMELS)
Or
Grade Level
State Adopted
Standards for the
learning segment

Learning Experience __4__ (Indicate which number)

Learning Objectives: Given the large group lesson on science, students will read the story as a
Learning outcomes to be group and observe if items sink or float.
achieved by the end of the
learning experience or learning
segment

Academic Language Prior Knowledge:

Development Students will know what the ocean is and some animals that live in it.
Identify the language demands Students will also know that summer is a warm time after winter.
of the learning task. (Oral, visual,
and written) Vocabulary/Concept(s):
Ocean: is a huge body of saltwater. Oceans cover nearly 71 percent of
Key vocabulary and definitions Earth's surface. They contain almost 98 percent of all the water on Earth
Sea: a body of saltwater not as large as an ocean and often nearly
surrounded by land.
Coral reef: a long line of coral that lies in warm, shallow water
Predator: is an animal that hunts, catches and eats other animals.
Sink: to fall or drop to a lower level
Float: to rest on the surface of a liquid
Instructional and learning Introduction: As a class, the students will guess what is inside the
activities that support diverse mystery bag. (There will be different shells for the students to feel the
student needs. (Include what you texture and color of)
and the children will be doing.) “Hello friends, today I brought something very special with me. I
Link to teaching and learning brought my mystery bag with. What do you think is inside? Something
theories and context for learning. in my bag may have a smooth texture or a bumpy texture, small animals
have once lived inside of them. Let's reach inside my bag and explore

Adaptations of Learning Tasks
and Materials
(Differentiated instruction)
*Review “variety of learners” in
the edTPA handbook glossary
Central Focus
what's inside.
Procedures:
• As a class, we will read the book, “Baby Shark”
Questions:
What are all the different animals you can think of that live in the
ocean?
Why don’t fish sink to the bottom of the ocean?
Why don’t fish float to the top at the top of the ocean?
What items can you think of that sink?
What items can you think that float?
• Together as a class, we will experiment with what types of objects
float and sink. Before dropping the object into the water, students will
predict on if the item will float or sink.
Closure: Together as a class, we will review the different items that
floated and those that sink to the bottom.
Questions that will be asked:
1. Why do you think the pencil sunk/floated?
2. Why do you think the balloon sunk/floated?
3. What other items do you think will sink when they are put in the
water?
4. What other items do you think will float when they are put in the
water?
Transition: Students will pretend that they are fish of the ocean and
swim away to the next activity.
Mystery bag
Sea Shells
Book: “Baby Shark”
Bucket (Ocean)
Food color (To make the water resemble the ocean)
Water
Small objects that float and sink
Long white sheet (Will place the items that sunk on one side and the
items that float on the other side)
Multimodal teaching approaches:
Visual: There will be pictures in the story that is read together as a
class.
Auditory: The story will be read together as a class
Movement: Students will watch as objects sink or float in the water.
Individualization: To incorporate personal learning, the students who
need more challenging work will be able to help a friend who is having
trouble understanding the material.
Students who need extra help be show the group the objects that float or
sink. Having the student be more hands on will help to better understand
the lesson.
Interdisciplinary:
Math: Finding out if items that weigh more or less float or sink.
Subject specific content: (language, math, science, social studies)
In this lesson, students will learn how to use science skills to answer
open-ended questions about items that float or sink. This lesson will
follow the standard C. EL. 4 Forms explanations based on trial and
error, observations, and explorations. The purpose of teaching this
content is for students to be able to increase their knowledge on items
that may weigh more or less if they float or sink. This lesson plan is
based on the Wisconsin Model Early Learning Standards (WMELS),
which incorporated visual, authority, and illusion learning