Name: Vivian Reed Lesson Title: Clothing Insulation against hot and cold conditions

Date: 4/23/23 Grade Level: Pre K Circle one: ECE PKSN

Standard(s)/Guideline(s):

Algebra: Group categorizing: Sort and classify objects by one or more attributes (e.g., size, number).

Listening and speaking: Expressive language: With modeling and support, explore relationships between word meanings (e.g., categories of objects,
opposites, verbs describing similar actions - walk, march, prance, etc.). (Vocabulary)

Pre-assessment of current knowledge:

Take a look at the students acts sheets and see where they are for meeting these standards
Instructional Objectives (2-3)
- sort pictures of clothings into categories
- Explore the relationship between
categories
Assessment of Student Learning
- Students ability to sort clothing into hot
and cold categories
- Students ability to discuss the
relationship between the two categories
Learning Experience
The students will be given photos of clothing
that is for hot weather and cold weather. The
children will then sort the photos into two
categories one is hot the other is cold. The
students will be talking about why each article of
clothing is in each category
Two- Three Assessed Instructional
Objective(s): The student will be able to...
- Students will be able to sort pictures of
clothings by one attribute
- Students will be able to classify pictures
of clothing by the warmth of the clothing
One Assessed Developmental Skill:
- The students will be able to explore the
relationship between two categories of
clothing
Safety Considerations:
Paper cuts
Children could trip walking over
Identify Evidence: (What will you collect or Academic Language:
record as data to demonstrate students have
met your objective(s) and skill?) hot, cold, weather, temperature, sort, pictures
- I will collect note on the students ability Procedural steps:
to explore relationship between the
categories and their ability to sort the - Print images
images - Place images on table
- Encourage the students to come to the
table
- Encourage the students to sort the
images
- Ask the students questions on the
categories
- Take notes and photos of their work
Program Monitoring: (How will you aggregate
or compile your evidence into a class or group Authentic Materials: (Describe authentic real
view?) life, hands-on materials.)
I will have a field for each student to keep Printed images
every student organized. I will have a separate
file with all of the classes and sorted by level of Adult Roles:
ability for each standard.
Guid the students
Ask questions
Keep the students safe
Take note and photos
Resources & References

Ohio’s birth Though Kindergarten Learning Standards -

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

If you were going to teach this class again to the same students, what would you do differently? What would you do the same? Why?
Based on what happened today, what do you plan to do next with this class? Identify an individual or group of students who did well in
today’s lesson. How do you account for their performance? Identify an individual or group of students who had difficulty with today’s
lesson. What accounts for this? How will you help these students achieve the learning objective? Other comments? Is there anything
that you felt particularly good about, frustrated with, or confused about today’s lesson?

Today’s lesson went as I had predicted it to go. There were no surprises or anything that required me to do something different than I had originally
planed.
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