5/23/2013

Early Childhood Education

Learning Experience Template

Name: Jenna Giambra Lesson Title: How Can We Make Sound Using Things Around Us?
Date: 04/20/23 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):
Inquiry: Pose questions about the physical and natural environment.
Inquiry: Explore Objects, materials, and events in the environment.
Pre-assessment of current knowledge: To assess the current knowledge of the students prior to implementing the lesson, I will observe the students
specifically paying attention to the kinds of questions they ask pertaining to the sounds they hear in the physical and natural environment, and engage the class
in a discussion to determine what they know about hearing sounds around them and using the environment around them to make sound, by asking prompting
questions such as “What sounds do you hear around you in the classroom?” “Do you think you can make sounds in the classroom?” “What kinds of things can
you do in the classroom that would make sound?”

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

Two- Three Assessed
Instructional Objective(s):
The students will be able to create
and ask questions about the
sounds made by objects and
materials around the classroom.
The students will be able to
efficiently create a variety of
sounds using different objects and
materials around the classroom.
One Assessed Developmental
Skill:
The students will be able to
demonstrate appropriate
interactions with their peers as
they discover and create a variety
of different sounds around their
classroom.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- Take pictures of the students when they are
creating sounds around the classroom, to observe
the variety of objects, materials, and motions they
use to create sounds.
- Observe and document the student’s answers to
discussion questions and the questions they pose
in relation to the sounds in their environment in
order to gauge their understanding of the material
as well as their level of engagement in the
investigation.
- I will also create a table to compile the data I have
collected that lists the two objectives that I will be
assessing in one column, and all of the names of
the students in another column. In each box, I will
use the data I have collected from my photos and
observations in order to accurately document the
developmental levels of each student pertaining to
each objective.
- Under the student’s name, I will assess them on a
scale of 1-3:
- 1: Beginning to meet objective
- 2: In progress
- 3: Advanced (mastery)
Academic Language: Loud, quiet, sounds, noise, explore,
find, environment, objects, create.
Procedural steps:
- Begin with a small group of three or four students.
- Ask them to close their eyes and listen to the
sounds that they hear around them.
- Students may hear sounds such as other students
talking, doors opening and closing, blocks falling,
pots and pans moving, the toilet flushing, etc.
- Next, ask the students what sounds they think they
can make in the classroom.
- Observe the answers of the students, and record
some of the ideas that they give.
- Ask the students if there are any materials or items
in the classroom that they wonder what kind of noise
it would make.
- Observe these answers as well.
- Next, the students will engage in an indoor sound
scavenger hunt.
- Lead the small group of students to different areas
of the classroom and ask them to explore the
objects in each area and make as many sounds as
they can.
- Begin with the science center area, move to the
bathroom, move to the block center, move to the

Safety Considerations:
-Closely monitor and observe the
students as they manipulate
objects in the classroom to make
sound.
-Make sure that students
participate in this activity in small
groups to ensure that all
participants can be closely
observed.
-Before beginning, tell the
students that they can make any
sound they can think of, as long
as they are keeping themselves
and their friends safe while doing
so.
Early Childhood Education
Learning Experience Template
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- I will evaluate the students’ answers to the
discussion questions as well as the pre-
assessment to find misunderstandings, to
determine which areas or concepts need further
support and instruction.
- If a large number of students are recorded as being
at level 1 for a specific standard, I will spend more
time on those specific concepts, reteach certain
areas when needed, and tailor my future instruction
to plan and implement lessons that will provide the
students with more opportunities to practice and
advance their skill level in these standards.
- I will pay close attention to students who may not
be as willing to participate in the activities to figure
out why they may be hesitant to engage, and plan
further instruction that focuses on and addresses
these specific needs.
5/23/2013
reading area, then to the home center, then back to
the snack tables.
- Take photos of the students to document the objects
that they find and can make sound with.
- After, engage in another discussion with the
students, and ask them what they discovered.
- Ask prompting questions such as “What were some
of the objects that you used to make sound? What
kinds of sounds did it make? Did you make loud
sounds, quiet sounds, or both? What was your
favorite sound to make?
Authentic Materials: (Describe authentic real life, hands-on
materials.)
- All materials and objects that are available around
the classroom are able to be used by the students
during this experience in order to explore what
sounds they can make (blocks, sink, pots, pans,
feet, cabinets, doors, magnets, books, bowls, cups,
paper towels, etc.)
Adult Roles:
- Ask prompting questions to students during
discussions to determine their level of
understanding pertaining to sounds that we can
make around us.
- Take groups of 3 or 4 children at a time around to
each area of the room and prompt them to make as
many different sounds as they can think of.
- Observe the children closely in each area to ensure
safe and appropriate behaviors.
- Record data and document a variety of ways that
the students made different sounds throughout the
classroom.
 5/23/2013
Early Childhood Education
Learning Experience Template

Resources & References:

Bredekamp, N.S.F.B.L.W.M.L.M.B.W. S. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 (4th
ed.). NAEYC. https://online.vitalsource.com/books/9781938113963

Children & Teachers Working Together to create curriculum that inspires. Access Curriculum. (2023). Retrieved April 10, 2023, from
https://www.accesscurriculum.com/

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

The students were very interested and engaged in this lesson. Implementing this lesson proved even further that the students have an interest in
discovering sounds and how to create them. I have also learned that the students are very interested in making loud sounds. The students always gravitated
towards the louder sounds during this lesson, such as banging pots and pans together, hitting blocks together, shutting cabinet doors, and hitting metal containers
with spoons. If I were continuing to plan lessons and instruction with these students, I would dive even deeper into the concept of sound, by picking one specific
noise or sound and conducting an investigation around how that singular object makes sound, while tying in specific characteristics of what sound really is and
how it is created in a way that humans are able to hear. The students posed many questions about their classroom environment such as, “Why does the toilet
make such a loud sound? Why are our feet quieter when we walk on the rug? Why does this make that sound?” I would also tie in more discussions, books,
videos, and activities that pertain to the concept of pitch, since I discovered that was a concept of difficulty during my previous lesson.