6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Jacqueline Schmidt

Date:
4/7/16

Lesson Title: Music Through The Ear Drum

Circle one: ECE

Grade Level: Preschool

PKSN

Standard(s)/Guideline(s): Life Sciences-Exploration of Living Things: With modeling and support, demonstrate knowledge of body parts and bodily
processes; Approaches Toward Learning-Planning, Action and Reflection: Develop, initiate and carry out simple plans to obtain a goal. Approaches
to Learning-Engagement and Persistence: Carry out tasks, activities, projects or experiences from beginning to end.
Pre-assessment of current knowledge: Ask students how humans hear/what part of the body that humans use to hear.
Instructional Objectives (1-2)

Assessment of Student Learning

One/Two Assessed
Instructional Objective(s):
The student will be able to...

Identify Evidence: (What will you collect or record as

data to demonstrate students have met your
objective(s) and skill?)

-Identify which part of the body

is used for hearing.
-Identify vibration as the
property that makes music
move.

On a large piece of paper, I will construct a chart that

has each childs name, if they pointed to their ears
(when asked what body part we use to hear), and
identified vibration as the way that sounds moves.
This will be a whole group combination and I will be
able to visually see if the lesson was successful, and
in what ways.

One Assessed
Developmental Skill:
-With modeling and support,
take turns talking and speaking
about the topic being
discussed, and follow
directions.

Safety Considerations:
None.

Childs Name
Child one

Point to the
Ear (Y/N)
y

Identify
vibration (Y/N)
n

Child two

Child three

Program Monitoring: (How will you aggregate or

compile your evidence into a class or group view?)
I will record another chart that includes the childrens
names, and who participated in turn taking while
speaking about the drum, ear and vibrations.

Learning Experience
Academic Language: Ear, eardrum, vibrations, body
parts.
Procedural steps:
1. Have the children come to the carpet.
2. Sing the shake your sillies song with the entire
class to transition from centers to the lesson and
into participating as a whole group.
3. Lead the students in singing the head,
shoulders, knees and toes song to introduce
body parts.
4. Ask the students these questions:
What part of your body do you use to
hear? Can you point to it? (Children point
to ear)

Could you communicate if you couldn't

hear? How?

How would you feel if you couldn't

hear? Why?

5. Explain that there are different parts of the ear

that allows people to hear, and in order for
sound to get to your ear, it moves through
vibrations.
6. Grab a cup, balloon, rubber bands, and a larger

6/12/2013

Early Childhood Education

Learning Experience Plan

cup, to create a drum in front of the class.

7. As a center, one by one, allow the students to
pour a tiny amount of rice on top of the drum,
and encourage the students to make music by
hitting the drum.
8. Students can hit the drum and watch the rice
vibrate.
9. Explain to the students that it is a vibration they
are seeing, and that it happens inside of your
ear.
10. As a wrap up, ask the students how we hear
music (our ears) and how music moves
(vibrations).
Authentic Materials: (Describe authentic real life,
hands-on materials.)
Balloon, rubber band, small cup, rice, large sheet of
paper, markers.
Adult Roles:
Facilitate the children in singing head, shoulders,
knees and toes, encourage children to pour rice on top
of the drum to make music and watch an example of
vibration.

Resources & References:

http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand