Sandy Stations

(Miss. Ivory/Pre-k science/geology/12/4)

I. TOPIC:
Today, students are going to learn more about the beach by utilizing different sensory stations to
gather information pertaining to the beach (name of item, color, shape, size, etc.) and apply what
they know to practicing speaking/sound identification.

II. OBJECTIVES/STANDARDS:
 AL.1.PK.A:
-Explore & ask questions to seek meaningful information about a growing range of
topics, ideas, and tasks.
 1.1.PK.C:
-Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

III. TEACHING PROCEDURES:

1) Introduction (Anticipatory Set):
-Focus student attention on the lesson by showing students a song/video about the beach and
encouraging them to sing/dance along by modeling movement for them to mirror.

2) Development:
-Ask students questions about the video by replaying/stopping at different points to allow
students to observe and write responses on the board. Questions such as “What kind of
animals do we see in the video?”/ “What color are they?”/ “Can everyone sound out the word
shark”?

3) Guided and Independent Practice/Assessment

Guided Practice-
-Group students to different tables accordingly. First begin by placing a different beach-
related object on each group’s table. Ask students to recognize something about their object
(size, color, shape, function, anything they know about it) and allow student to raise their
hands/share with the class while the teacher writes it on the board. The teacher should also
walk around to each table and ask students questions. Before students move on to the
independent practice, ask students “does anyone know where you would find these
objects?”/“has anyone ever been to the beach?”
Independent Practice-
-Assign students to different stations each with the same things in the bins. Explain to them
that they should be thinking about how this object relates to the beach. Give students time to
explore and use their senses to collect data on the objects in the sand bin.

4) Closure:
-Ask students about some of the things they learned that are in the ocean/on the beach.
Remind students of the main message of the lesson: The importance of descriptive terms
 (color, shape, size, etc.) that we can use to identify objects and how they are used to describe
something in nature like we have seen.
IV. MATERIALS:
 Video (day at the beach)
 Canva-made presentation to record student answers
 Additional WS (teacher-made)
 Sand bin sensory stations (teacher-made)
 Objects for sensory bins (shells, toy sharks/other sea animals, etc.)

V. ADAPTATIONS/PLAN MODIFICATIONS:
-Set up an alternate station for those who need special accommodations.
-Set clear, simple instruction to avoid misunderstanding.
-Give extra support to those who need special attention in stations.
VI. EVALUATION:
1) Formative – During the lesson, ask students continual questions to gauge understanding/areas
of need for more guidance. Based on student’s responses written on the front board, I can
determine how much students know/don’t know.
2) Summative –In student’s independent stations, based on how well the fill out the worksheet
by circling the correct responses, I can assess how well students understood the information.
VII. REFLECTION:
1) At the independent stations, are students correctly identifying the objects and learning from
the stations? Was the formative/summative assessments an accurate gauge for student
understanding?
2) Did I set up/manage the stations correctly to benefit the students? Was my lesson fit to the
standards in which my objectives were met? How could I have delivered the lesson better?
 Sand Scramble

(Miss. Ivory/Pre-k Science/geology/12/5)

I. TOPIC:
Using compact sand boxes, students will use stamps to practice/replicate different vocab terms
related to the beach as well as learn/connect new vocab words to a related text.

II. OBJECTIVES/STANDARDS:
TSWBAT read the word related to the beach, rewrite it in the sand using the stamps, and sound
out each letter in the word.
Standards:
 1.1.PK.D:
-Develop beginning phonics and word skills
 1.4 F:
-Emerging to spell simple words phonetically

III. TEACHING PROCEDURES: (40 mins)

1) Introduction (Anticipatory Set): (10 mins)
-Begin the lesson by having students stay at their seats. Place a thing of compact sand at each
table. Challenge them to touch the sand (while keeping it in the box) and think of things to
describe the sand (touch, smell, texture, color, etc.).

2) Development: (5 mins)
-Take away the sand from each table. Ask students to share what they discovered about the
sand. Tell students, “today, we are going to using compact sand to spell out words and
practice beginning/ending sounds/letters.”

3) Guided and Independent Practice/Assessment

Guided Practice: (10 mins)
After each group gets their materials, practice the first example with the group. Direct
student learning by sounding out the word given and repeating the word in front of them.
Walk around and gauge student understanding.
Independent Practice: (10 mins)
-Allow students to work independently with the materials to try to create words (their name,
etc.). Continually ask students if they get something right/wrong, how they got that answer.
4) Closure: (5 mins)
 -Ask students to tell me something they learned or liked from today’s lesson. Tell students:
just like using a stamp, each letter represents a space in a word and a sound in which comes
together to form a whole word.

IV. MATERIALS:
 Compact sand boxes
 Letter stamps

V. ADAPTATIONS/PLAN MODIFICATIONS:
-Change vocab words to fit the learner’s needs.
-Place students in groups fit to accommodate for any needs.
-Provide aid assistance for those students who need it (learning, hearing
VI. EVALUATION:
3) Formative:
-As I walk around, I will check for students ability to replicate words/sound out letters and
words.
4) Summative:
-An overall assessment will be taken of the student’s ability to put together words on their
own (for example, if they can spell out a word or write their own name).

VII. REFLECTION:
3) Were the vocab words challenging/easy enough for student to complete? Did students really
reach the objective or did they mainly play with the materials? Was the book helpful in
furthering student understanding?
4) Did I structure the lesson to efficiently fit the needs of the students? Could I have done more
to enhance the lesson?
 Beach Ball Game

(Miss. Emily Ivory/Pre-k science/geology/12/6)

I. TOPIC:
Identify the letter and number corresponding to the section on the beach ball.

II. OBJECTIVES/STANDARDS:
TSWBAT throw/catch a ball as well as identify the number/letter that corresponds to the section
they caught.
Standards:
 AL.1 PK.C:
-Engage in complex play sequences with two or more children.
 1.1 PK.B:
-Identify basic features of print.

III. TEACHING PROCEDURES: (32-34 mins)

1) Introduction (Anticipatory Set): (2 mins)
-Stand at the front of the classroom throwing the beach ball to yourself to get student
attention. Students will begin to wonder why you have a beach ball.
2) Development: (5 mins)
-Explain to the students that today we are going to be playing a game involving a beach ball
that helps students practice their letter/number recognition. Begin the lesson by having a
student volunteer to throw the ball to you, the teacher.
-Next, once your hand lands on a certain section of the ball, point to/repeat the letter/number
out loud to the class. Ask the class to tell you what the letter/number is as a whole class.
3) Guided and Independent Practice/Assessment
Guided Practice: (10 mins)
-Ask students to make a big circle around the rug/front area. First, do some examples as a
whole class including the teacher. Pass around the ball and give students the opportunity to
learn from their classmates for a couple rounds before they are given the chance to do for
themselves.
Independent Practice: (15 mins)
 -Allow students to do the activity as a class (excluding the teacher’s help only if needed).
Encourage every student to do it by having students throw the ball to those who haven’t had
the opportunity to go yet.
4) Closure: (2 mins)
-Towards the end of the lesson, reiterate the importance of the lesson by saying, “You were
all challenged to recall letters/numbers in a quick manner in this activity; this shows you, you
are more than capable and worked really nicely as a group.”

IV. MATERIALS:
 Beach ball with writings (letters/numbers written on the sections)
 Additional written test to gauge student understanding

V. ADAPTATIONS/PLAN MODIFICATIONS:
-For the students who may need extra help, provide teacher support during independent practice.
-Make text larger/in different fonts to be easier understood.
-For extra time, provide students with a drawing activity. They can draw in the beach ball and
write something they like about the beach by working on constructing letters, words, and
sentences.

VI. EVALUATION:
5) Formative:
-I will assess student’s understanding by watching how students interact with the
activity/how fast they are able to identify the number/letter.
6) Summative:
-Provide a written test/assessment based on the same materials that were a part of the activity
to freshen student’s understanding and test them on what they learned.

VII. REFLECTION:
5) Did students like the activity and remain engaged? Did the students understand the objective?
Are students understanding how the activity works?
6) Did I as the teacher give clear enough directions? Could I have structured the lesson better?
 Edible Beach

(Miss. Ivory/Pre-K science/geology/12/7)

I. TOPIC:
-Students will explore aspects of the beach by creating an edible representation. They will
explore vocabulary such as shark, water, sand, umbrella.

II. OBJECTIVES/STANDARDS:
TSWBAT identify vocab and ideas from the book and apply them to completing the edible craft.
Standards:
 1.2 PK J:
-Use new vocabulary and phrases acquired in conversations and read to.

III. TEACHING PROCEDURES: (42-45 mins)

1) Introduction (Anticipatory Set): (5 mins)
-Draw student attention to the front rug. I, the teacher will have a box of words related to the
story in the box from students to choose from. Once all the words are said out loud/posted on
the front board, ask students, “what do you think these words are connected to?”

2) Development: (1-2 mins)

-If students were not able to identify what we are talking about based on the vocab words
they were given, tell them it is the beach. Have students sit around the rug and tell them that
today we are going to be reading a book about the beach.

3) Guided and Independent Practice/Assessment:

Guided Practice: (15 mins)
-Read the book as a whole class. Encourage the students to watch for/listen for the vocab
words we discussed before. After every page ask students to see if they see a word. Ask them
to repeat the word with you and point to something on the page that correlates if so.
Independent Practice: (15 mins)
-Now that students have the opportunity to identify vocab words and connect meaning to
them, introduce a fun activity as shown below. Model to begin by showing students the craft
you as the teacher made. Encourage them to explore the craft and tell them they are welcome
to eat after!

4) Closure: (5 mins)
 -Ask students to share their creations (if not already eaten). Remind students that what they
just created is an example of a beach. Even challenge students to find certain things in their
craft that connect to the vocab words from before.

IV. MATERIALS:
 Stuff for edible craft
-Smashed graham cracker (sand)
-Gummy sharks
-Pudding (water)
-Umbrellas (drink umbrellas)

 Book about a day at the beach

V. ADAPTATIONS/PLAN MODIFICATIONS:
-Provide help with the craft if needed.
-Call on certain students or guide certain student’s answers during guided practice.

VI. EVALUATION:
7) Formative:
-Depending on the level of student responses during the reading, I can determine whether
students know what they are looking for/are capable of locating within a text.
8) Summative:
-At the end of the lesson after their activities are done, students will be asked to locate items
and refer to them based on the terms we introduced in the beginning. This will be used as an
indicator of student overall understanding.

VII. REFLECTION:
7) Were students able to identify the vocab words in the book? Did the activity help enhance the
lesson objective?
8) Was the book an effective guided practice activity? Could I have done guided practice with
the edible beach activity instead and helped students to identify the vocab words?

Activity:
 All My Surfer Students

(Miss. Emily Ivory/Pre-K science/geology/12/8)

I. TOPIC:
By participating in a classroom craft, students will be challenged to practice writing their own
name.

II. OBJECTIVES/STANDARDS:
TSWBAT write their own name, color their surfboard, and glue a picture of themselves onto the
project.
Standards:
 1.5 PK.D:
-Use simple sentences; share stories, familiar experiences, and interests speaking clearly
enough to be understood by most audiences.

 1.4 Writing:
-Emerging to spell simple words phonetically.

III. TEACHING PROCEDURES: (40 mins)

1) Introduction (Anticipatory Set): (5 mins)
-Begin by asking students, “does anyone know what a surfer is?/ can anyone tell me what
they do if so?”
2) Development: (5 mins)
-Show students an example of my craft (the teacher’s). Model on the front board, how I,
Miss. Ivory, would write my name by sounding out each letter while doing so.
3) Guided and Independent Practice/Assessment
Guided Practice: (10 mins)
-As students are working on the first part of their assignment (writing their name), walk
around and help students. Model for students and sound out letters in their name if they are
struggling.
Independent Practice: (10 mins)
 -Encourage students to try to draw a picture of something they remember that relates to the
beach (family events, vacations, things from the lesson, etc.).
4) Closure: (5-10 mins)
-At the end of the lesson, I will come around with pictures of all the students and put on their
surf boards. We will then hang these up around the classroom to display student work.

IV. MATERIALS:
 Cut out surf boards (printed and cut out already)
 Pictures of all of the students cut out
 Glue
 Crayons for coloring

V. ADAPTATIONS/PLAN MODIFICATIONS:
-Provide extra assistance to those who may need more help.
-Give clear instruction and write big/bold, so students can see.
-If there is not enough time, paste on the pictures afterwards.

VI. EVALUATION:
9) Formative:
I will walk around as students are completing the activity and I will gauge how well students
can write their name/accomplish some of the other components of the lesson.
10) Summative:
-Overall, students will be assessed on how well they complete the whole activity (coloring,
writing, and gluing, as well as describing their story that relates to the beach).

VII. REFLECTION:
9) How hard was it for students to write their names? Out of all of the students, how many were
able to write their name? How well did students relate a story to the theme of the beach?
10) Did I give clear enough instruction that was tied to the objectives/standards that I hoped to
meet? Was this too challenging/not challenging enough for students to accomplish overall?
Could I have structured this any different?