6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Sam Windsor Lesson Title: How Far Will It Jump?

Date: 17 April Grade Level: ECE Circle one: ECE PKSN
2018
Standard(s)/Guideline(s): 1.Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements. (Fine
Motor)

2. Use simple tools to extend investigation. (Science Inquiry and Application)

Pre-assessment of current knowledge: What students already know about magnets--- what is magnetic vs. what is not

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

One/Two Assessed Identify Evidence: (What will you collect or record as data Academic Language: Magnets, attraction, strength
Instructional Objective(s): The to demonstrate students have met your objective(s) and
student will be able to... skill?) Procedural steps:

1. Use magnets to 1. Set up the “jumping space”. Allow children to

manipulate magnetic
objects
2. Determine which magnets
are stronger based on
observations
One Assessed Developmental
Skill:
Fine motor skills (in manipulating
magnets)
Observation through conversation, can a child discern what
is magnetic?
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
Class check sheet for understanding and fine motor skills
select different magnetic objects, facilitate
discussion about what we think will jump
furthest! What does jump furthest mean? The
further the “jump”, the stronger and more
attracted the magnets are
2. Children will test their magnets. Placing the
object at the starting point, the magnet is placed
on the other end and slowly brought closer. The
“jumping point” is when the magnet is close
enough to attract the object. Students mark
where the magnet was when the object
“jumped”, and continue to test other objects.
3. In comparing different jumping points, students
can discover which objects were more magnetic.
This discussion allows for extension on the
experiments. Which sorts of objects
experienced a stronger attraction? Can we test
again with a different magnet and see what
happens? The end of this is purposefully open-
ended to allow for more child-driven exploration

Authentic Materials: (Describe authentic real life, hands-on

materials.)
 6/12/2013
Early Childhood Education
Learning Experience Plan

Magnets, objects, markers, masking tape

Safety Considerations: Adult Roles: Guiding and monitoring experiment,

Small objects, ensuring children providing assistance when necessary.
do not try to eat the magnets

Resources & References:

https://www.prekinders.com/how-far-will-a-magnet-jump/

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

The day I implemented this lesson was a tough morning in the ECE room. Many of the students were upset and frustrated, and the overall atmosphere
was pretty chaotic. However, these days happen, and it was an important reminder to keep adapting to meet the needs of students, even on difficult
days. When we began the lesson, the students were so excited to see which magnet was the strongest. However, after getting a little frustrated with
the original plan, they came up with their own system to see. Instead of testing the objects, they wanted to test the magnets. They were able to do this
by discovering how many different objects could stick to a horseshoe magnet, before it started to reach its max. Using magnets of all sizes, they
eagerly competed to see whose was the strongest; whose could hold the most.

This was an important lesson in flexibility and adaptability. Things were not going according to plan, but the students actually took the original
concept and guided the lesson in a way that still led to meaningful discovery. It was a student driven plan that engaged the children in thoughtful
inquiry.