3/7/2017

Early Childhood Education

Learning Experience Plan

Name: Kelly Delisio Lesson Title: Flower Parts

Date: 7 April 2017 Grade Level: Preschool: Dayton View-A
Two Standards/Guidelines:

Domain: Approaches Toward Learning Strand: Engagement Topic: Persistence Standard Statement: Carry out tasks, activities, projects or experiences from
beginning to end

Domain: Cognition and General Knowledge Strand: Science Inquiry and Application Topic: Inquiry Standard Statement: Make careful observations

Pre-assessment of current knowledge: Prior to the lesson, the students completed a hook lesson which assessed the students prior knowledge on the topic of
Flowers. The students were asked what they knew about flowers and then were each given a flower to explore. The students were then provided with an
opportunity to discuss their observations.

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

Two Assessed Instructional Identify Evidence: Academic Language:

Objective(s): The student will be
able to...
1. The students will be able
to watch and listen to the
teacher as she reads from
the texts
Roots
I will observe, take pictures, and take anecdotal notes as Stem
the children explore their flowers and help to label the parts Leaves
of the flower on the poster. I will also take note of the Flower
students abilities to stay engaged throughout the lesson. I Petals
will keep the poster with the labels on it as evidence of the
students abilities to label the parts of the flower. Procedural steps:

2. The students will be able
to observe the parts of
their flowers including:
stem, leaves, flower and
petals
One Assessed Developmental
Skill:
Cognitive
Safety Considerations:
I will ensure that the students do
not consume any part of the
flowers that they are given to
explore.
Program Monitoring:
I will create a whole-group checklist to determine whether
or not they were able to meet the objectives.
Checklist:
Was the student engaged as I read from the books?
Did the help to label the parts of the flower on the poster?
Did the student contribute to the discussion?
Did the student observe and manipulate the flower they
were given?
Analysis/Reflection:
I will begin by gathering the students at the work table and
presenting them with the poster that we completed during the
hook lesson. We will have a brief discussion about what we
observed about the flowers in the previous lesson.
Next, I will read the sections of text from Discovering
Flowering Plants and Seeds Sprout. As I read about the parts
of flowers, I will point out the pictures in the text of each part.
After I have finished reading the texts and have allowed
students to ask any clarifying questions, I will present the
students with the poster board with the flower drawn on it.
Together, we will use the label cards to label the parts of the
flower (roots, stem, leaves, flower, petals). I will tape each
card to the poster as we go.
Once we have finished labeling the poster, I will pass out the
 3/7/2017
Early Childhood Education
Learning Experience Plan

real-life flowers to the students. They will then have the

As I began my lesson, I was pleased that some of the
students were able to remember our discussion from the
hook lesson experience. We briefly talked about what we
did in the prior lesson and what we knew/observed about
the flowers. Then, I began to read about the different parts
of flowers from the texts. As I noticed that some students
seemed more engaged than others, I wished that I was able
to provide the students with a more engaging text.
However, the students were able to provide the knowledge
that they gained from the text in the labeling activity. With
some teacher assistance and discussion, the children were
able to place the labels in the proper spots on the poster
board. Once we completed the labeling activity, I then
passed around the real-life flowers and had the students
observe and manipulate the various parts of the flowers.
Although the students seemed to enjoy the flowers, I
realized once we began that I should have brought in
enough flowers for each child to have their own. I only
brought in enough flowers for every 2-3 children to share,
which did cause some problems.
Furthermore, once the lesson was over and the children
were free to play, I was thrilled that one child remained at
the table with the flowers and books. This particular child
was very interested in the topic, and together we tore apart
the flowers to observe the parts more closely. We also read
more from the books and I answered the childs questions
that he had about flowers.
opportunity to explore the flowers as they did in the previous
lesson. However, this time I will encourage the children to
focus on the different parts of the flowers that they were
given.
Once the children have had the opportunity to explore and
manipulate their flowers, we will have a closing discussion
about what they observed about their flowers various parts.
Authentic Materials:
Flowers
Poster Board with flower displayed on it
Label cards (roots, stem, leaves, flower, petals)
Discovering Flowering Plants By Jennifer Coldrey
Seeds Sprout! By Mary Dodson Wade
Adult Roles:
I will prepare the poster board and label cards prior to the
lesson. I will read the sections from the books to the students.
I will observe, take notes, and take pictures as the students
explore their flowers. I will clear the work area after the
lesson. The other adults in the room will observe and may
interact with the children during the lesson.

In conclusion, I learned from this lesson that in future

experiences, I should provide enough materials for each
individual student to avoid problems with sharing. I also
learned that not all children, especially the youngest
children in the room, will remain engaged throughout the
entirety of the lesson. In future lessons, I will work to create
experiences that will incorporate more student participation
in hopes to keep the students engaged. Yet overall, I feel
that this lesson was a success and I believe that the
children now have a stronger understanding about the
different parts that make up a flower.
 3/7/2017
Early Childhood Education
Learning Experience Plan

Resources & Reference:

Coldrey, J. (1987). Discovering flowering plants. New York: The Bookwright Press.

Wade, D. M. (2009) Seeds sprout! New Jersey: Enslow Publishers, Inc.