6/12/2013
Early Childhood Education
Name: Francesca Martella
Date: April 10, 2019
Standard(s)/Guideline(s): Cognition and General Knowledge  Science  Science Inquiry and Application  Inquiry  Explore objects, materials, and events in
the environment.
Pre-assessment of current knowledge:
I would start by showing them a picture of a tree and have them name the parts, then give 2 examples of what comes from a tree. I would then ask the students
what else they believe comes from tree and write them down on a white board.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
Identify the difference between
what comes from a tree and what
does not come from a tree based
off of the objects I present to the
class.
One Assessed Developmental
Skill:
Knowing the difference between
what’s on trees and what’s not
Safety Considerations:
Make sure that the students stay
away from the objects and only the
teacher uses them just in case
some of them are pointy or small
that can fit in their mouths.
Learning Experience Plan
Lesson Title: What comes from a Tree?
Grade Level: Pre-Kindergarten Circle one:
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will have the cooperating teacher and I watch which
students are able to correctly choose if the object is from a
tree or not and if they are able to explain why they think that
so we know they are fully understanding the concept of
what comes from trees and not just guessing. Each student
should identify at least one of the objects and explain their
thinking.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will have a check list that has the student’s names on it
and the objects that have been provided and check which
one they either agreed with or explained and check if they
choose if it was from a tree correctly.
ECE PKSN
Learning Experience
Academic Language:
 Trees
 Branch
 Leave
 Bark
 Pine Cone
 Walnut
Procedural steps:
 The students will start by being split into two groups
which they normally are. The groups consist of the 5
year olds and the 3-4 year olds.
 After they are split I will do the pre assessment which
shows them a picture of a tree and then have them
name the parts that they know.
 I would then give them two examples of what comes
from a tree and then ask the students for more
examples that they have from their previous
knowledge.
 I would then bring out a bucket that has about 12
different objects that consist of things that do come
from trees and things that do not.
 I would then show that there are two different piles,
one that is for things that are from trees, and one that
is not.
 I would then bring out one object at a time and ask
the students which pile they believe it would go into
 After they choose I will ask one student to explain
why they think that it comes from trees or why it does
not and keep track of which student said what
 6/12/2013
Early Childhood Education
Learning Experience Plan

 At the end, I will ask if any of the students disagree

just to make sure everyone is on the same page.

Authentic Materials: (Describe authentic real life, hands-on

materials.)

 Branch
 Leaves
 Pine cone
 Walnut
 Apple
 Pencil
 Candy
 Phone
 Quarter
 Water bottle

Adult Roles:

Lift up the objects and call on students to ask which pile the
object goes into. Also to watch the students to make sure that
they are paying attention and agreeing with their classmates.

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

During the lesson the students were very active in participating. I sat in front of the class as they sat on the carpet and put down a sheet where I would place the
objects after they told me if it comes from a tree or not. I held up each object individually and ask if they thought it came from a tree or not. A majority of the
students were able to grasp the concepts and say out loud if the object came from a tree or not. Some of the students you could tell followed the lead of what the
other students said. Something I would change was put the students into smaller groups and ask them so that it could prevent them from looking to their peers for
the answer. I learned that the students were very aware of the concept of what comes from trees and what did not and knew a good amount about trees in general.
This will allow the teacher to understand how much the students know about trees to continue to adjust further lesson plans on the difficulty level.