6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Cloe Cooperrider Lesson Title: Exploring Fish Body Parts

Date: 3-21-17 Grade Level: Preschool Circle one: ECE
Standard(s)/Guideline(s): Domain: Cognition and General Knowledge. Sub-domain: Science. Strand: Science Inquiry and Application. Topic: Inquiry. Standard:
Record observations using words, pictures, charts, graphs, etc. Domain: Cognition and General Knowledge. Sub-domain: Science. Strand: Life Science. Topic:
Exploration of Living Things. Standard: With modeling and support, demonstrate knowledge of body parts and bodily processes in humans and other animals.
Domain: Language and Literacy. Strand: Listening and Speaking. Topic: Expressive Language. Standard: Use language to communicate in a variety of ways with
others to share observations, ideas, and experiences; problem-solve, reason, predict, and seek new information.
Pre-assessment of current knowledge: The students previously experienced the hook lesson, in which they shared their knowledge and curiosities about fish
and observed the classroom pet fish.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. The student will be able to
identify body parts of a
fish.
2. The student will be able to
report findings in his or her
fish journal. (body parts list
and body part drawing).
3. The student will be able to
verbally share his/her
ideas and predictions of
fish body parts.
One Assessed Developmental
Skill:
This lesson meets the cognitive
domain.
Safety Considerations:
There are no safety
considerations.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
We will use a checklist to record if the student can identify
body parts of a fish, if the student is able to recall the body
parts for his or her fish journal, if the student is able to draw
a fish body part, and if the student is able to verbally share
ideas and predictions of fish body parts.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
We will use the checklist to compile the evidence into a
group view. We will use the evidence for our whole class
data aggregation sheet.
Academic Language: Fish, eyes, mouth, fin, tail, gills, and
scales
Procedural steps: First, I will remind the students about our
discussion and observation of fish. I will focus on their
responses about fish body parts. Next, I will introduce fish
body parts by using books and showing the students pictures
of fish. I will draw their attention to the different body parts. I
will ask them to raise their hand when they see the eyes, the
mouth, the fins, the scales, the tail, and the gills. Then, I will
display a large picture of a fish on the easel. I will point to one
body part at a time and ask if someone knows what this body
part is. If the response is correct, I will have the students put
a label on the part and then ask how that part helps a fish. I
will provide the answer to any incorrect response and will be
repetitive of the answer and will write it on chart paper. After
all parts have been labeled, we will go back over each one.
The students will go to their small group tables. Each student
will be given a picture of a real fish and labels to label the
body parts. Next, they will be given their fish journals and on
the page titled Body parts of a fish, the students will report
to us the body parts and we will write them down. On the next
page titled Body part drawing, the students will draw a
picture of a fish body part of his/her choosing. We will ask
how that body part helps a fish.
Authentic Materials: (Describe authentic real life, hands-on
materials.) Books, real pictures of fish
 6/12/2013
Early Childhood Education
Learning Experience Plan

Adult Roles: Facilitate discussion about fish boy parts,

record student responses and correct answers on chart
paper, record students responses in science journal, and
gather data.

Resources & References:

Ohio Early Learning and Development Standards

http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELSD-
Cognition-Standards.pdf.aspx

Frost, Helen. (2001). All About Pets: Fish. Mankato, Minnesota: Capstone Press.

Richardson, Adele. (2005). Fish. Mankato, Minnesota: Capstone Press.

Snedded, Robert. (2008). Living Things: Fish. North Mankato, Minnesota: Smart Apple Media.

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

After completing the lesson, I have learned that the students work well during one-on-one instruction. While labeling their fish,
the students were in two small groups. A majority of the students had more success when I would prompt them individually. For
example, I would say to one student Where is the fishs fin? and the student would then label the body part correctly. During the whole
group instruction part of the lesson, all of the students were eager to be called on to place a label on the fish poster. They were also
engaged in raising their hand to share how a body part helps a fish. I also learned that the students benefited from me being repetitive
throughout the lesson.
This will inform future instruction by implementing lessons that are small group and individually focused. Also, for the future
lessons I will continue to have the students use their fish journals. The students love to work in them and show off their work. Their fish
journals provide them with the opportunity to explore and investigate. I will also be sure to provide direct guidance to the students if they
appear to be having difficulties with the learning experience. I will also keep in mind that their attention spans are short, which will result
in lessons that are not too long. The children are most engaged when they are actively participating, so I will be sure to continue to use
that component in future lessons.