5/23/2013
Early Childhood Education
Name: Leah Smith
Date: 28 May 2022
Standard(s)/Guideline(s): Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements; Ask and
answer questions, and comment about characters and major events in familiar stories; Explore objects, materials and events in the environment.
Pre-assessment of current knowledge: Before reading the book Wheels, Wheels, Wheels, I will ask the students various questions, such as what they know
about wheels, what kinds of things have wheels, etc.
Instructional Objectives (2-3)
Two-Three Assessed
Instructional Objective(s): The
student will be able to...
1. The student will be able to
coordinate the use of
hands, fingers and wrists
to manipulate objects and
perform tasks requiring
precise movements.
2. The student will be able to
ask and answer
questions, and comment
about characters and
major events in familiar
stories.
3. The student will be able to
explore objects, materials
and events in the
environment.
One Assessed Developmental
Skill:
1. The student will be able to
exercise and strengthen
their fingers, hands, and
wrists.
2. The student will be able to
start reading books for
information.
3. The student will be able to
question.
Learning Experience Template
Lesson Title: Painting with Toy Cars Process Art
Grade Level: Pre-kindergarten
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- The teacher will ask students questions about the
book after reading it to assess their comprehension
skills.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- The poster board that students conduct the activity
on will be on display in the hallway for parents to
view.
Circle one: ECE PKSN
Learning Experience
Academic Language:
- Process art
- Wheels
- Patterns
- Tracks
Procedural steps:
1. Begin by reading the book Wheels, Wheels, Wheels.
Before reading, complete a pre-assessment of
current knowledge, in which you ask students
questions, such as what they know about wheels,
and what kinds of things have wheels.
2. After reading the book, complete a post-
assessment, in which you ask the students if they
learned anything new about wheels, what kinds of
things have wheels, and how many wheels different
kinds of transportations have (e.g., unicycle, bicycle,
motorcycle, car).
3. After splitting students into groups of 4, conduct the
activity. On a white posterboard, pour 4 different
colors of paint. Each student will choose a color.
Give each student a 4-wheeler toy. On the count of
3, students will drive their 4-wheelers through the
paint, creating tracks. Have students observe the
patterns their tracks make. After one group of
students completes two trials, meaning they each
pick 2 colors, have the next group of students
complete the activity. Continue until you rotate
through each group once.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
 5/23/2013
Early Childhood Education
Learning Experience Template

Safety Considerations: - White poster board

- The cars should be kept - Washable paint
on the table, as they are - 4-wheelers toys
made of metal, and have - Wheels, Wheels, Wheels book
the potential to injure each
other. Adult Roles:
- The teacher will conduct the pre and post-
assessments, as well as read the book to the
students, set up the activity, and monitor the
students progress.

Resources & References:

https://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand