6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Anne Marie MacKenzie and Heidi Huiner Lesson Title: Finger Feels
Date: April 24, 2018 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s): Motor Development and Physical Health and Well Being: Coordinate the use of hands, fingers and wrists to manipulate objects and
perform tasks requiring precise movements.
Identify and describe the function of body parts.
Pre-assessment of current knowledge: The students were informally pre-assessed

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

One/Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to hold a
marker as they trace their hand.
The student will be able to verbally
state how each of the objects feel.
The student will be able to glue
each object to a corresponding
drawn finger.
One Assessed Developmental
Skill:
The students were assessed on
the developmental skill of being
able to stick to an activity for at
least 10-15 minutes. The children
demonstrated this ability and were
able to stick to this activity for 20
minutes.
Safety Considerations:
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
We will walk around and listen to each of the students’
observations and responses to how each of the objects feel
based on their sense of touch. We will also collect their
work when they finish tracing their hands and gluing the
different objects to each drawn finger to assess that they
understood the concept being taught and met the learning
objectives.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
We will compile the evidence into a group view by looking
at each other’s traced hands and work in groups at the
table and discussing together how each of the objects felt
and what their other observations were. This will then help
with future instruction by allowing us to assess each
student’s understanding of the concepts and learning
objects. We will then scaffold future lessons on the senses
according to this program monitoring.
Academic Language: sense, touch, soft, rough, fuzzy, sticky,
smooth, trace
Procedural steps:
We will start off our lesson by pre-assessing the students’
previous knowledge from our prior lessons on touch by
asking the students which sense we have been discussing
and having a quick group recap on what the sense of touch is
and what we know about it. We then will split the class into
two tables where we will assist them if necessary as they
trace their hands with markers. After doing so, they will feel
the different objects and describe how they feel. They then
will glue each of these objects to a “finger” and may decorate
the rest of their hand and drawing as they please, allowing for
creativity. The students will then convene as a group and
discuss how each of the objects felt and their observations
from the lessons.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
This lesson requires the authentic materials of construction
paper, markers, glue sticks, cotton ball pads, tin foil, double-
sided tape, sand paper, and sponges.

The students have to be careful

not to scratch themselves with the Adult Roles:
tin foil and sandpaper. They also
have to be told ahead of time not The adults in the room will assist the students with tracing
to put any of the objects in their their hands and gluing the objects if necessary.
mouths.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Resources & References:

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

Anne Marie MacKenzie

I learned a lot about our students through this lesson. Through the pre-assessment we were able to assess where the students currently our in their
knowledge of the sense of touch and which concepts they either have fully grasped or need more time discussing. One thing I learned is that our students work
very well in a group setting sitting at a table together. This is the third lesson we have done with this particular class of students and this lesson proved even further
that they work cooperatively together and are very good at sharing. The students ask politely to trade markers or ask for a glue stick. They also do really well
feeding off each other’s comments and observations. I learned that the students enjoy discussing topics together that they have made personal connections to and
really value each other’s opinions. Incorporating objects into this lesson that they have already been exposed to really helped with their abilities to make
connections and then use these personal experiences to create other examples of these objects and textures based on what they have been exposed to already in
their own environments. This helped create a connection between what they are learning and what they have experienced outside of the classroom. I learned that
this helped with their knowledge of the content immensely. I also learned that the student’s motor development varied greatly throughout the class and areas of the
art where tracing their hands was involved, some students performed this act with ease, while other students needed some assistance. Overall, I learned a lot
about the students during this lesson and really enjoyed incorporating art into this science concept.
This will inform future instruction in that we now are more aware of their progress in learning about the sense of touch and we can use this information to
scaffold future lessons when teaching about the other senses and how they all work together to help our body awareness. This will also help inform us on different
aspects of the sense of touch we need to continue to go over if some students did not fully grasp it already. Being more aware of each student’s individual progress
and level of understanding of these concepts will help me be able to provide more opportunities for differentiation of their future lessons where each student can
work to achieve their full potential Overall, this lesson taught me a lot about our students, which will then help us form future instruction.

Heidi Huiner

Through my art lesson plan with my students I learned a lot of different things. First, I learned that my students connected best to things that they are exposed to
everyday. When doing the sense of touch with my students I realized that differentiating textures with them was done best with house hold items. They knew
immediately what the shiny smooth piece of material was, tinfoil. They knew what the soft squishy pink thing was, a sponge. Using a material they already knew
allowed for them to easily put the correct texture word with it. I also learned from my students that for some it was overwhelming putting 5 different textures on the
fingers. Some students could have done with just 2 textures. However, some could have done with 8 different textures. It reiterated to me that my students all learn
at different levels and all have their own strengths and weaknesses. I learned that the students enjoyed participating with their classmates and telling us what they
were discovering throughout the art activity.
This will help inform future instruction by teaching me that we should have developed concrete and simpler steps with the students. We should have first
begun by just having the children trace their hands. However, we put all the materials in the middle of the table and they just wanted to grab everything right away.
I also learned for future instruction that I need to have readily available things to help the struggling student and things to help the gifted student to ensure that
everyone is engaged and learning something throughout the lesson plan. For next time I also will have crayons provided for the children. We used washable
markers with the children, but still children’s fingers were covered in marker after tracing their hands and then washing them.
 6/12/2013
Early Childhood Education
Learning Experience Plan