CEP Lesson Plan Form

Teacher: Kass Baker Date: 2/3/21

School: CSU ECC Grade Level: Young Preschool Content Area: Cognitive and Science/Technology Development

Title: Light and Shadow Studio

Lesson Idea/Topic and The many shadows and reflections that come through the windows of the
Rational/Relevance: classroom have caught the attention of children. Conversations, whether
happening during meals or play, have been centered around where the
shadows are coming from, imaginative stories about shadows, how they are
being made, and how the children can be a part of shadow making. On
Monday (2 days before the whole group light and shadow studio), we
introduced flashlights to the children. First, we wanted to see how they
would authentically interact with these new classroom tools. Children were
using flashlights functionally while looking at books, artistically while holding
them near paint and colorful Magna-Tiles, and for expression through
imaginative play. This lesson provides an opportunity to create a light and
shadow studio - an intentional space for children to explore the cause and
effect nature of flashlights and shadow making.
Student Profile: This lesson is a whole group experience. On the day that this will be
occurring, there will likely be 12 children and 3 teachers. The students in my
class range from 3 to 4 years old. These children have formed trusting and
positive relationships with peers and teachers – as they have been together
since August 2020.

Cognitive Developmental Context

These students positively interact with peers when in group settings, but
find more success in group settings with multiple spaces for interaction (i.e.
centers). In addition, with the presence of teacher led small groups and
daily provocations, students have been strengthening their ability to attend
and engage with familiar and novel materials within the classroom. Students
are familiar with and respond positively to teachers providing suggestions,
questions, and comments during play.

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CEP Lesson Plan Form

Science and Technology Developmental Context

The majority of students have been positively interested and invested in

light and shadow, and often speak of this interest. Students have been
recently exploring and describing the cause and effect nature of how objects
can be moved through space (pushing, building, pulling, constructing,
deconstructing, etc). Students have a strong ability to use scientific inquiry
(observe, collect information, predict, ask questions, and explain) during
play and exploration.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Teaching Strategies GOLD Learning Objectives

Cognitive Development: Demonstrates positive approach to learning

1. Attends and engages: Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments

Science and Technology: Demonstrates knowledge of the physical properties of objects and materials

Language Goal:

In order to support and/or enhance content for students learning English, this lesson will incorporate one on one (student and teacher) scaffolding and
questioning during interaction with the materials. While students are participating, teachers will engage with students one on one in order to provide a space to
collaborate, discuss, reflect, engage in imaginative play, and step into the child’s learning process. This may look like teachers asking open-ended questions,
modeling, naming children’s actions, or engaging in conversation or play. In addition, this lesson incorporates a time and space to reflect on each child’s
experience with the light and shadow studio – in a whole group setting. In order to support students learning English, teachers will be aware of levels of
comfortability with sharing whole group (and provide support when needed for engagement – whether that is listening or speaking).

Understandings:

Application: ability to use knowledge effectively in new situations and diverse realistic context

Transfer Goals:

Attend to a child-led task in a whole group setting

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CEP Lesson Plan Form

Explore and notice the properties of light and shadow (cause and effect)

Engage with materials related to light and shadow

Observe and manipulate objects and materials

Reflect and report back to the whole group on noticings, wonderings, joys, etc

Inquiry Questions:

Cognitive Development:

I wonder how you can use this light to make a shadow.

What do you notice?

What do you wonder?

What are you working on? Tell me more.

Science and Technology Development:

Why do you think that happened (cause and effect focus)?

What do you notice?

Can you explain that?

What happened?

Evidence Outcomes:

Cognitive Development: engaging with materials + attending to task (sustained attention)

Science and Technology Development: explore cause and effect of lights and shadows + authentically engage with and explore the use of technology within the
classroom

Every student will be able to:

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CEP Lesson Plan Form

Cognitive Development:

I can have sustained engagement with and attention to my work/play in a large group setting.

This means I can work together with my peers, teachers, and materials to explore lights and shadows.

Science and Technology Development

I can demonstrate knowledge and awareness of the cause and effect nature of light and shadow.

I can observe, engage with, and reflect on my play with light and shadow.

List of Assessments:

Cognitive Development:

Observation, documentation, Teaching Standards Gold Assessment

Science and Technology Development:

Observation, documentation, Whole group reflection, Teaching Standards Gold Assessment

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Light and Shadow Studio

Co-Teaching Which model(s) will be used? Team Teaching

Will co-teaching models be utilized in this
lesson? Yes Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials
Team Teaching is used when all teachers are involved in the planning, teaching, and
participation. This model was chosen due to the nature of the classroom during this
experience – there will be no prescribed leader or division of authority between teachers. All
teachers will be available to explore with children, answer and ask questions, provide
information or materials, assist in managing student behavior, and engage in the experience,
and observe and document experience.
45 minutes
-Introduction: 3-5 minutes
-Child exploration: -35-40 minutes
-Whole group reflection: 5 minutes

materials (per center)

1.light table, clear paper, dry erase markers, mason jar tops
2. projector, building blocks
3. two round mirrors, string lights, small animals
4. overhead projector, loose parts
5. tree stumps, tea light candles, reflective paper
6. cozy corner, lamp, books

Anticipatory Set The strategy I intend to use is: Invitation

I am using this strategy here because: I want to provide an element of awe, wonder, and
curiosity before the children enter the classroom. In order to do this, I will mention during
snack time “After we come in from playing outside, I have something really special for all of

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CEP Lesson Plan Form

you.” When we come inside from our outdoor time, I will meet with all of the children before
entering the room. This will be a time to meet as a whole group, talk about what we are going
to do, and invite them into the light and shadow studio.

Procedures The strategy I intend to use is: Exploration

I am using this strategy here because: Child led exploration is the goal of this lesson – I want to
provide an element of awe and wonder by recreating and transforming the classroom.
Although there will be teacher behavior management, there will also be full teacher
engagement – all humans in the room are meant to explore and learn together.

Teacher Actions Student Actions Data Collected

Preparation: Teacher Invitation:
transforms the classroom Children will meet teacher Observation notes on student
into a light and shadow outside of the classroom exploration (notes, photos,
studio (6 centers), lights Exploration videos, quotes)
off, window curtains down, Child led exploration!!
etc Whole Group Reflection Documentation panels on student
Invitation and Explanation: Children will reflect on their engagement and exploration
Teacher invites children to personal experiences in the
enter into the classroom light and shadow studio Observation notes (or video) of
(providing basic guidelines (students can decide if they whole group reflection
and expectations) want to share in a whole
Exploration: Teacher group setting – if a student
explores along side does not want to share in
students (asking essential whole group, make sure to
questions, engaging in play, follow up with them later in
putting words to children’s with a one on one
actions, constantly inviting conversation to prompt
children to engage and comfortable reflection).
attend, engaging in
conversation to deepen
understanding, etc).
Observing and
Documenting
Teacher observes, captures

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CEP Lesson Plan Form

with video or pictures, and

takes anecdotal notes on
children’s play, comments,
actions, questions,
exploration
Whole Group Reflection
Teacher provides space for
children to enter into a
whole group conversation.
Provides (or introduces) a
commonly known object
that is used to direct
conversation (i.e. a
speaking ball). Teacher
asks students to reflect on
what they were exploration
(introducing what
reflection is – if needed).

Closure The strategy I intend to use is: Whole Group Reflection

I am using this strategy here because: This provides students space to reflect on the
exploration and experience they just had – rather than simply moving on. It cues the end of
the experience, and encourages students to engage in and attend to a whole group
conversation. Reflection allows students to name their learning and understanding.

Differentiation Content Language Process Product Environment

Modifications: TSG cognitive Focus on Teacher Students will Teachers are
level 4: supporting provides be able to expected to be fully
Sustains student commentary on achieve the engaged. With the
interest in listening. student activity presence of 3
working on a engagement – objectives and teachers, there is
task, especially putting words to receive the space for students to
when adults student actions. support receive the
offer needed to feel support/modifications
suggestions, like he or she needed to find

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CEP Lesson Plan Form

questions, and meaningfully success.

comments engaged in the
light and
shadow studio
Extensions: Focus on Teacher Students will Teachers are
TSG cognitive: supporting provides be able to expected to be fully
Sustains work student questions, achieve the engaged. With the
on age- speaking. prompts, activity presence of 3
appropriate, conversation objectives and teachers, there is
interesting engagement for receive the space for students to
tasks; can the student to support receive the
ignore most deepen/enhance needed to feel support/modifications
distractions learning through like he or she needed to find
and explanation meaningfully success
interruptions engaged in the
light and
shadow studio
Assessment
Cognitive Development
 Observation of each child’s engagement and attention to work/play (anecdotal notes,
running record)
 Teaching Standards Gold Assessment (developmental assessment chart)

Science and Technology Development

 Observation of each child’s demonstration of knowledge and awareness of the cause
and effect nature of light and shadow.
 Documentation Panel (photos, videos, quotes, commentary, refelction)
 Teaching Standards Gold Assessment (developmental assessment chart)
 Whole Group Reflection

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