5/23/2013

Early Childhood Education

Learning Experience Template

Name: Grace Gaspar and Mallorie Allan Lesson Title: Navigation

Date: 4/6/2022 Grade Level: Preschool Circle one: ECE PKSN

Standard(s)/Guideline(s): Domain: Physical Well-Being and Motor Development Strand: Motor Development Topic: Large Muscle: Balance and Coordination Standard: Use locomotor skills with increasing coordination and balance.
Domain: Cognition and General Knowledge Strand: Cognitive Skills Topic: Symbolic thought Standard: Participate cooperatively in complex pretend play, involving assigned roles and an overall plan

Pre-assessment of current knowledge: Students will describe their personal experiences with different modes of transportation. They will discuss if they have driven, been on a boat, skied, etc and where they were and what they were doing.

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

Two- Three Assessed Instructional Objective(s): The Identify Evidence: (What will you collect or record as data to demonstrate students have met your Academic Language:
student will be able to... objective(s) and skill?) -airplane
- Act out different modes of transportation that -we have a checklist that we will use while observing the children during the activity. We will be able to -boat
different environments would require by taking on roles, mark if they have acted out the roles, explored the environment, navigated the role, and participated in -car
going to each environment outside, and exploring the making motions and sounds. -biking
environment. Program Monitoring: (How will you aggregate or compile your evidence into a class or group view?) -truck

- Create sounds that correlate with each mode -we will put pictures of the children acting out the modes of transportation on a board and include -flying

of transportation and navigate the different outside areas: pictures next to it of the actual mode of transportation -swimming

sand, forest, and concrete areas by running, jumping, Differentiation: For children who have limited body movements I could ask them to describe what it -navigate

walking, etc through the environments, while acting out the might look like and make the sounds it makes. If children are nonverbal then I could have them show the -observe

transportations. movements and then draw what they look like and sound like. I could also provide an example first and -terrain

then have children work with a peer to come up with the body movement. Procedural steps:
One Assessed Developmental Skill:
1. Complete the pre assessment by doing an interactive read aloud of, “Thing that Go!” and
-gross motor skills
finding out which modes they already know about. Or asking the children what kinds of
Safety Considerations:
transportation they have been on or seen. Ask them: what it was where they were, and what
- Making sure students are in their own
their purpose is.
space where no one will bump into each other, hit/kick
2. Either outside or in the gym, guide children to one area and ask what they would use to
one another, etc.
travel and get around. For example: if we were looking at the forest we might ask would you
want to ride a bike here or something like a tractor. Allowing them to look at the ground and
think about what transportation would be best.
3. Once they've come up with a mode or modes they think would work, we will ask if they know
what sound it makes. Then if they know how to make a motion similar to it. So, if it was a car
they could pretend to drive and say, “vroom.” If it was an airplane, they could use their arms
to fly. Snow on the hill: pretend to ski down it. if in the gym they could use the boat and
pretend to paddle with their arms. in the dirt they could pretend to ride a bike and ring a bell.
pretend to swim in an ocean
4. Gather the children and have them act out their moves and create a song about the different
modes of transportation

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

- Pictures and videos of different modes of transportation
Adult Roles:
-show the modes, encourage participation, guide children to the different areas, scaffold questions about
different environments and lead children to where they should explore

Resources & References:

 5/23/2013

Early Childhood Education

Learning Experience Template

Navigation in Skyriders classroom

Objective: Students will be able to act out different modes of transportation that different environments would require by taking on roles, exploring each environment outside, and mimicking the appropriate sounds each mode of transportation would require.

Did the child complete this action?

Childs name: ___________________ Yes No

Explore the pictures of different modes of transportation

Mimic the sounds the teacher made while in the classroom

Raise hand to offer suggestions about different modes of transportation and their sounds

Discuss with peers about which mode of transportation would fit in each environment

Explore outside

Mimic sounds outside

Take on a role

Show a peer their mode

Can identify a mode of transportation by looking at a picture of it

Explore movements with their bodies that correlate to their mode of transportation

Use vocabulary that relates to navigation

Interact with peers outside

Sing with peers and show their mode