Name: Annie Lesha

Date: 03/17/16

Lesson Title: Freshwater Animals

Grade Level: Preschool

Circle one:

ECE
PKSN

Standard(s)/Guideline(s):
Cognition and General Knowledge: Cognitive Skills: Memory: Recreate complex ideas, events/situations with personal adaptations
Language and Literacy: Listening and Speaking: Receptive Language and Comprehension: Follow two step directions or requests
Social and Emotional Development: Relationships: Interactions with Adults: Engage in extended, reciprocal conversations with familiar adults
Approaches to Learning: Creativity: Expression of Ideas and Feelings through the Arts: Express interest in and show appreciation for the creative work of others
Physical Well-Being/Motor: Motor Development: Small Muscle: Touch, Grasp, Reach, Manipulate: Use classroom and household tools independently with eye-hand coordination to
carry out activities

Pre-assessment of current knowledge: Students are interested in animals. Students show interest and participate in book reading. Students participate in art projects.
Instructional Objectives (1-2)

One/Two Assessed Instructional Objective(s):

-Students will be able to follow two step directions
or requests
-Students will be able to use classroom tools
independently with hand-eye coordination to carry
out activities.
One Assessed Developmental Skill:
The students will develop their fine motor skills
when cutting out their animal drawings. They will
exercise gross motor skills when they stick their
animals onto the pond poster.
Safety Considerations:
We will remind students of the rules of scissor
safety before having them cut out their animals.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as
data to demonstrate students have met your
objective(s) and skill?)
We will make note of what animal each student says they
are going to draw. We will collect data based on whether or
not the animal was mentioned in the book and whether or
not the student follows through with their plan to draw a
certain animal.
Program Monitoring: (How will you aggregate or
compile your evidence into a class or group view?)
We will use the final product of the pond the students
create with their animals as our whole class evidence of
learning. We will use our check sheet to observe which
students can complete the standards and which ones
cannot.

Learning Experience
Academic Language:
Animals, freshwater, habitat

Procedural steps:

We will show the students the book cover and tell

them the title
We will ask them what they think the book is about
and what types of things we will see in the book
We will read the book, BOOK TITLE HERE to
students and ask questions throughout
We will ask the students which animals, plants, or
parts of the pond they remember from the book or
previous lessons
We will provide students with materials at their table
and tell them to recreate anything that they believe
would be in a pond when they go back to their seats
We will ask each student which animal they want to
draw
Students will begin to work on their art
We will ask the students to tell us about their art as
they are working on it.
We will have all students stick their artwork onto our
pond that we will have made of bulliten board paper
After all animals are in the pond, we will have the
student look at it and give one compliment about
someone elses art

Authentic Materials: (Describe authentic real life,

hands-on materials.)
Book, markers or crayons, paper, scissors, poster paper,
glue/tape

Adult Roles:
Adults will read a story aloud to the students, asking questions
throughout and pointing out important information. Adults will
explain the importance of scissor safety. Adults will oversee
students art and creative process.

Resources & References:

No references were used for this lesson.
In the Small, Small Pond by: Denise Fleming
Reflection: (What have you learned about your students? How will this inform future instruction?)

This lesson will be implemented on 4/7.