Exploring Gravity with KindergartnersLesson Plan-Vocabulary term posters-Materials for student use-PDF of Gravity book (partial pages used)-Collaborating Teacher Observation notes-ReflectionPrior to performing this lesson with my students, I had to make some unexpected adjustments. Originally, the objects (in my lesson, rocks) were to be dropped with a parachute. I cut out parachute templates and tried the experiment at home. The rocks were just too much for the parachutes, so I improvised and adjusted the lesson. Instead of using parachutes and comparing small rocks to larger rocks, the students had the opportunity to examine the pull of gravity with a normal sized rock and a piece of tissue paper. I believe this adjustment made the concepts of mass and gravity more comprehensible for students. By the end of the lesson, the students were able to make connections between mass/weight and the force of gravity. Students recorded their observations and inferences in their science journals using the key terms. Through our discussions together, conferencing while the learners were writing and their journal entries I was able to analyze the data collected and determine they met the objective of the lesson (When investigating the natural world, students will be able to accurately make observations, record data and understand the force of gravity (and its relationship with mass) with no errors in judgment.). I believe the illustration of observations worked well for my young learners and the opportunity and be up, engaged and moving in the classroom promoted learning. Now that students have a solid understanding of gravity, I look forward to their progress through the Life Cycles science unit! After this lesson, I recognized the amount of patience it takes to work with young students. The learners were off task and out of focus for most of the day, so an afternoon lesson with lots of manipulatives and movement was slightly overwhelming for some. Though the students were high energy, the lesson still engaged them. However, as an educator, I recognize the importance of classroom behavior management. I hope to soon improve my ability to handle such a large group of easily distracted learners. Specifically, I'd like to acknowledge appropriate behavior more often. Through working with a peer and discussing the lesson's adherence to learning styles, I was enlightened to realizing an excellent strategy to meet auditory learner's needs! If I did this lesson again, I would incorporate this song/chant to engage auditory learners:
0 Comments
Observed Vocabulary/ |
I created sentence strips with sight words and illustrations to indicate new words that came from the story Tig Can See by Jan Shen (the link leads to a pdf version of the book). Under each word, a sticker was placed to indicate where the students were to point as they read the sentence aloud. Enough sets of strips were made for each student, and my own three strips. To begin, I read the sentence strips aloud and modeled the pointing method. Then, students were given their own strips and we read them and pointed along as a group. |
Categories
All
Author
Book Wish List
Classic Literature
Classroom Management Philosophy
Community Investigation
Data Collection
Diverse Portrayals
EDE 4504
EDE 4802
EDE 4940
EDE 4941
EDE 4942
EDE 4944
EDP 3273
Emergent Lit
FEAPS 1a
FEAPS 1b
FEAPS 1c
FEAPS 1e
FEAPS 1f
FEAPS 2a
FEAPS 2b
FEAPS 2d
FEAPS 2e
FEAPS 2f
FEAPS 2g
FEAPS 2h
FEAPS 3a
FEAPS 3e
FEAPS 3g
FEAPS 3i
FEAPS 3j
FEAPS 4a
Focus Student
Historical Fiction
Inquiry
Internship
LAE 4424
Lesson Plan
Literature
Picturebooks
Poetry
Task1
Task12
Task17
Task19
Task2
Task4
Task6
Task7
Teaching Childrens Lit
Teaching Philosophy
Traditional Literature
Archives
March 2017
February 2017
January 2017
November 2016
October 2016
September 2016
August 2016
April 2016
March 2016
February 2016
December 2015
November 2015
October 2015
September 2015