ASSIGNMENT 04

EC400 Early Childhood Math and Science

Directions: Be sure to make an electronic copy of your answer before submitting it to
Ashworth College for grading. Unless otherwise stated, answer in complete sentences,
and be sure to use correct English spelling and grammar. Sources must be cited in APA
format. Your response should be four (4) double-spaced pages in length; refer to the
"Format Requirements" page for specific format requirements.

Part 1

After completing the reading assignments for Lesson 1, you will have learned a lot about
lesson planning. Use the Basic Science Lesson Plan components outlined in the textbook
(p. 67) ― topic/concept, objective, materials, advanced preparation, procedure,
evaluation and extension ― to write a science lesson plan appropriate for use in an early
childhood classroom. (You do not have to include the “Goal” component in your lesson
plan.)

After creating the lesson plan, list at least two extension activities. Your extension
activities should include activities that involve different multiple intelligences other than
that addressed in the lesson plan activity. Do not use the same multiple intelligence for
both activities. Put the name of the corresponding intelligences in parenthesis at the
beginning of the activity so it is clear which of the multiple intelligences you are
involving. Refer to your textbook to find the list of Gardner’s multiple intelligences.

A note about writing your objective:

Though the textbook suggests beginning your objective with, “The child should be able
to…”, in the real world of teaching, your objective would have to be aligned with a state
standard. Please find an appropriate state standard from your current state that your
lesson plan will meet.

For example, here is a science standard for kindergarteners in Georgia

(www.georgiastandards.org):

STANDARD SKP1 Students will describe objects in terms of the materials they
are made of and their physical properties.
ELEMENT a. Compare and sort materials of different composition (common
materials include clay, cloth, paper, plastic, etc.).
ELEMENT b. Use senses to classify common materials, such as buttons or
swatches of cloth, according to their physical attributes (color, size, shape, weight,
texture, buoyancy, flexibility)
If the concept you want to teach is that various objects feel different from one another,
the standard you would be meeting would be:

SKP1 ELEMENT b. Use senses to classify common materials, such as buttons or

swatches of cloth, according to their physical attributes (color, size, shape, weight,
texture, buoyancy, flexibility).

A breakdown of what is expected in your assignment is below.

Concept: This is stated in complete sentence(s) and is appropriate for

an early childhood classroom.
Objective/ Standard: This states a specific state standard.

Materials: Lists all materials used in the procedure.

Advanced Preparation: This includes all tasks that must be completed by the teacher
before the lesson.
Procedure: ------------------see below----------------------------------------
initiating activity This is an activity, story, song etc. ... used to get the
children’s attention and interest in the topic.
how to do it This section provides thorough step-by-step directions on
how to complete the activity with the students.
Evaluation: Includes at least 3 questions you will answer to determine
the success of the activity and the children’s level of interest
and learning.
Extension: Includes two activities with each addressing one or more
different multiple intelligences than the activity in the
lesson.

Part 2

Reflect on your past experiences in science classes. You can refer back to a specific grade
level or teacher, as well as multiple grade levels or teachers. Answer the following
questions in your reflection:
1. What were the most exciting science units you were exposed to? (At least 2)
2. Which were the most boring science units you were exposed to? (At least 2)
3. Do you remember what made a unit exciting or dull?
4. Thinking back to the interactive, engaging, and hands-on learning experiences and
activities that your teachers implemented, what was it that made these experiences
so engaging?

Grading Rubric

Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORY Exemplary Satisfactory Unsatisfactory Unacceptable
Create a Science Lesson 15 points 8 points 5 points 2 points
Plan with a The student created a clear
The student created a The student created a vague The student created an unclear
Topic/Concept and topic/concept and the objective
somewhat clear topic/concept topic/concept and the objective topic/concept and the objective
Objective (15 Points) states a specific state standard.
and the objective states a does not state a specific state does not state a specific state
specific state standard. standard. standard.
Create a Science Lesson 10 points 8 points 5 points 2 points
Plan with Materials and The student clearly listed The student somewhat clearly The student vaguely listed The student did not list
Advanced Preparation materials used in the procedure listed materials used in the materials used in the procedure materials used in the procedure
(10 Points) and tasks that need to be procedure and tasks that need OR gave vague or incomplete OR did not include tasks that
completed by the teacher to be completed by the teacher tasks that need to be need to be completed by the
before the lesson. before the lesson. completed by the teacher teacher before the lesson.
before the lesson.
Create a Science Lesson 15 points 8 points 5 points 2 points
Plan with an Initiating The student clearly provided an The student somewhat clearly The student vaguely provided The student either did not
Activity and Overview initiating activity and an provided an initiating activity an initiating activity and provide an initiating activity OR
(15 Points) overview of the activity that and an overview of the activity overview of the activity that an overview of the activity that
students will complete. that students will complete. students will complete. students will complete.
Crreate a Science 5 points 4 points 3 points 2 points
Lesson Plan with an The student clearly stated 3 The student somewhat clearly The student vaguely stated 3 The student unclearly stated 3
Evaluation (5 Points) questions teachers can use to stated 3 questions teachers can questions teachers can use to questions teachers can use to
determine the success of the use to determine the success of determine the success of the determine the success of the
activity and the children’s level the activity and the children’s activity and the children’s level activity and the children’s level
of interest and learning. level of interest and learning. of interest and learning. of interest and learning.
Create a Science Lesson 10 points 8 points 6 points 4 points
Plan with an Extension The student clearly stated 2 The student somewhat clearly The student vaguely stated 2 The student either did not state
(10 Points) activities that each addresses stated 2 activities that each activities that each addresses 2 activities OR more than one
one or more different multiple addresses one or more one or more different multiple multiple intelligence was not
intelligences than the activity in different multiple intelligences intelligences than the activity in provided.
the lesson. than the activity in the lesson. the lesson.
Reflect on Prior Science 25 points 10 points 5 points 2 points
Experiences (25 Points) The student clearly reflected on The student somewhat clearly The student vaguely reflected The student unclearly reflected
prior science experiences reflected on prior science on prior science experiences on prior science experiences
focusing on the following experiences focusing on the focusing on the following focusing on the following
questions: Which were the following questions: Which questions: Which were the questions: Which were the
most exciting units? Which were the most exciting units? most exciting units? Which most exciting units? Which
were the most boring? Do you Which were the most boring? were the most boring? Do you were the most boring? Do you
remember what made a unit Do you remember what made a remember what made a unit remember what made a unit
exciting or dull? Or do you unit exciting or dull? Or do you exciting or dull? Or do you exciting or dull? Or do you
primarily remember a specific primarily remember a specific primarily remember a specific primarily remember a specific
activity? activity? activity? activity?
Mechanics -Grammar, 10 points 8 points 5 points 2 points
Punctuation, Spelling Student makes no errors in Student makes 1-2 errors in Student makes 3-4 errors in Student makes more than 4
(10 Points) grammar or spelling that grammar or spelling that grammar or spelling that errors in grammar or spelling
distract the reader from the distract the reader from the distract the reader from the that distract the reader from
content. content. content. the content.
Format - APA Format, 10 points 8 points 5 points 2 points
Citations, Organization, The paper is written in proper The paper is written in proper The paper is written in proper The paper is not written in
Transitions (10 Points) format. All sources used for format with only 1-2 errors. All format with only 3-5 errors. proper format. Many sources
quotes and facts are credible sources used for quotes and Most sources used for quotes used for quotes and facts are
and cited correctly. Excellent facts are credible and most are and facts are credible and cited less than credible (suspect)
organization, including a variety cited correctly. Adequate correctly. Essay is poorly and/or are not cited correctly.
of thoughtful transitions. organization includes a variety organized, but may include a Essay is disorganized and does
of appropriate transitions. few effective transitions. not include effective
transitions.