EARLY CHILDHOOD DEPARTMENT

LESSON PLAN FORM

Name: Mary St. Peter, Et al. (Group Project)
Date: September 20, 2013
Title: A Walk Through Cobleskill
Age/Grade level: Pre-School
Group size: 5

Standards Used:
Early Learning Standards/Creative Curriculum
NAEYC Accreditation Standard 2: Curriculum
New York State Content Area Standards
Write out two standards that apply to this lesson. Be sure to write out the entire standard along
with the corresponding number/letter for the standard.
2.L.02 Children are offered opportunities to become a part of the classroom community so that
each child feels accepted and gains a sense of belonging.
2.L.05 Children are provided varied opportunities and materials to learn about the community
in which they live.

Explain the rationale for this lesson: Why would you plan this lesson for this child or group of
children?
It is fall time and living in a rural area, we thought taking the kids for a walk to show them the
different trees and geography of the area would be beneficial and would offer them a chance to
understand the community, geography, and interact with peers.

OBJECIVES: Describe in clearly stated behavioral terms the expected skills and concepts
children will demonstrate or explore during this experience. Typically objectives begin with a
verb or action word that can be measured and/or observed.

Motor skills
- Fine motor skills (picking up grass and leaves)
- Gross motor skills (walking)
Cognitive development
- Identifying colors, shapes, and different trees
Language skills
- Talking about leaves, different trees, and the community with peers

Lesson Preparation

Material List: (books/songs/resources: list titles/authors)

Book Fall is Here! I Love It! By Elaine W. Good
Song All The Leaves are Falling Down by Diane Chancy
Camera for pictures
Natural geography
Environment: Include guest speaker/s, sound/s, music, lighting, seating arrangement, setting,
objects-of-interest, etc.
A walk around campus to see the geography which has the children actively engaging in their
environment. We will point out the different types of trees, geography, and changes occurring
with the season change.
Describe modifications to meet students needs.
Staying close to the bathrooms
Not walking too far so the children dont get tired too fast

PROCEDURE:
Introduction: (motivation/engagement)
Start by reading our chosen book about the fall season. Afterwards, announce the planned walk
to learn about fall and the geography of our community.

Step-by-step directions:
1) Sit the children down in a circle to read Fall is Here! I Love It! By Elaine W. Good.
2) After reading the book, announce the field trip and prepare children for the walk with
appropriate clothing.
3) Engage the children in conversation during the walk by discussing the fall setting and the
geography
4) Show children the different kinds of trees and explain the meaning of deciduous trees and
how they change in the fall
5) Have the children engage in picking up different shapes and colors of leaves
6) Engage the children in conversation about the geography of where they lives
7) Discuss the farms in the community and what kinds of products that are harvested at this
time of year
8) Introduce the song about fall, teaching the children the words to make the walk back
engaging and entertaining for the children

Closure: How will you end the lesson? How will the children process the lesson? Critical
thinking questions are effective and functions as a way to help you describe if/how the objectives
were met.
We will end this lesson with the song about fall to get them into the spirit of the time of year.
They could process the lesson by drawing pictures of what they remember seeing along the way,
and the kinds of trees they saw. Do you remember what kinds of trees you saw? What colors
were the leaves? What kinds of products are harvested this time of year?

Assessment: What evidence do you have that demonstrates the objectives were met?
Objective 1 The children successfully walked the entire length of the trip, and were
actively picking up the leaves and examining them.
Objective 2 The children were able to distinguish the different colors, and shapes. Some
were able to point out different kinds of trees, and had a general understanding of what
deciduous meant.
Objective 3 Throughout the trip, the children were actively engaging in conversation
about what they were seeing and experiencing.

Evaluation:
1. Give examples of childrens individual/group responses.
The children were really excited to go on the walk with the group. By opening up the activity
with the book, they were engaged in what we were going to be doing. They were all fascinated
by the little facts about fall and the trees that we brought up along the trip. They were also
excited about the similarities between the trees around campus and the trees at their own houses.

2. What did you learn about yourself as a teacher/planner?

We learned that it is important to actively engage children in activities. This helps promote and
foster their knowledge and make them truly excited about the subjects they are learning about.
We also learned that you cannot expect everything to go perfectly, and you must make room for
changes if need be.

3. What would you change if you did this plan again?

If this plan were done again, we would do the activity later on in the fall season. This way the
children would be able to see more of the changing that occurs within the geography of the land.

Extension Experience: Describe what you might plan in a follow-up lesson building on what
you have done in this lesson.
A follow up lesson for this lesson would be an art project with the leaves found along the walk.
This way the children can follow-up on the walk and remember the things they learned. They
would make their own trees out of the leaves to re-create the walk they went on with the group.