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Early Childhood Education

Learning Experience Plan

Name: Jackie Tonies Lesson Title: Muscles Help Make Our Bodies Move
Date: April 6, 2017 Grade Level: Preschool
Two Standards/Guidelines: 1. Physical Well-Being and Motor Development: Motor Development: Large Muscle: Balance and Coordination: Demonstrate
locomotor skills with control, coordination, and balance during active play.
2. Social and Emotional Development: Relationships: Peer Interactions and Relationships: Demonstrate socially competent behavior with peers.
3. Cognition and General Knowledge: Mathematics: Number Sense: Number Sense and Counting: Understand that the last number spoken tells the number of
objects counted.
Pre-assessment of current knowledge: Our investigation is about how the human body moves. In this lesson, I will be focusing on muscles and that they help
make our bodies move. I believe it is important for young children to be aware of how muscles help make our bodies move since fine and gross motor is one of the
five developmental skills. Throughout our investigation, we will focus on what muscles look like and how they expand and contract by connecting that concept to
how rubber bands expand and contract. This lesson is a wonderful introduction to muscles and provides the students with an opportunity to learn about muscles
and how they work together to help our bodies perform movements, such as: jumping, clapping, spinning, and stomping.

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

Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to
use his or her large
muscles to demonstrate
various body movements.
The student will be able to
demonstrate his or her
ability to interact with
peers by taking turns
rolling the two dice.
The student will be able to
demonstrate the body
movement an equivalent
number of times indicated
on the number dice.
One Assessed Developmental
Skill: (Social, Emotional, Physical,
Language, or Cognitive)
Physical
Social
Cognitive
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will observe the students while they are
participating in the activity to see if they can use
their large muscles to demonstrate various body
movements.
I will observe to see if the students can take turns
rolling the two dice without getting upset.
I will observe to see if the students can count the
number of dots on the dice correctly and
demonstrate a body movement an equivalent
number of times indicated on the dice.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view? This is not how to
display childrens work)
I will create a checklist that includes the three
objectives and the names of each student. On the
checklist, I will mark which students met all three
objectives, which students met two out of the three
objectives, which students met one out of the three
objectives, and which students did not meet any of
the objectives based on my observations during the
activity.
See attached checklist
Analysis: (What have you learned about your students?
How will this inform future instruction?)
From this lesson, I will learn which of my students
Academic Language:
Muscle, body, movement, arm, bicep, muscular
system, jump, clap, spin, stomp, touch toes, touch
knees
Procedural steps:
Hook: First, I will introduce the lesson by telling the
students they have muscles all over their bodies. I
will model and tell them to hold out their arms and
ask them, Can you feel the muscle in your arm?
Now bend your arm. Can you feel the big muscle at
the top of your arm getting bigger? That muscle is
called the bicep muscle. Then, I will read two pages
out of a book called Your Body by Stephanie Turnbull
to introduce the students to the muscular system.
After reading the book, I will remind the students of
the hook lesson when we brainstormed together
different ways the human body can move. I will
review with the students by asking them to show me
how muscles help their bodies move. I will make
sure to provide the students with an appropriate
amount of time to think and discover ways they can
move their bodies. If no one is answering, I will offer
some ideas of ways muscles can help the human
body move, such as: jumping, clapping, spinning, and
stomping.
Next, we will play a movement game to help the

Safety Considerations:
Make sure there is ample
room for the students to
move their bodies without
bumping into each other or
classroom furniture
Make sure the materials
are appropriate and safe to
use for preschoolers
Make sure the students
are not using any of the
materials in inappropriate
ways, such as: hitting
another child or throwing
them
Early Childhood Education
Learning Experience Plan
can use their large muscles to demonstrate body
movements, which can take turns appropriately
without getting upset, and which can demonstrate
the body movement an equivalent number of times
indicated on the dice. This lesson will allow the
students to discover new ways to move their bodies,
demonstrate non-locomotor and locomotor skills
with control and coordination, and practice
identifying numbers.
For the students who have difficulty with their gross
motor skills, I can strengthen their gross motor skills
in future instruction by having the students
participate in yoga. Yoga is also a wonderful
opportunity to teach the students how muscles
function in our bodies to help make us move.
For the students who have difficulty taking turns
rolling the two dice with their peers, I can strengthen
their social skills in future instruction by having the
students participate in activities that require them to
take turns with their peers. An example of an
activity could be to have the students take turns
tossing a ball into a bucket.
For the students who have difficulty demonstrating
the body movement an equivalent number of times
indicated on the dice, I can strengthen their
cognitive skills in future instruction by exposing them
to more activities that provide counting to help them
better understand that the last number spoken tells
the number of objects counted. An example of an
activity could be to have the students count blocks
and when they are finished counting, ask them how
many blocks they have.
Based on the students interest in muscles and how
muscles function to help our bodies move,
throughout our investigation, we plan to dive deeper
into what muscles look like and how they expand
and contract. We plan to do this by connecting the
concept of how muscles expand and contract to the
concept of how rubber bands expand and contract.
Also, we plan to make a muscle with the students
using various art materials, such as: cardboard
tubes, balloons, paper clips, and rubber bands.
3/7/2017
students remember various body movements. There
will be two dice, one with numbers and one with body
movements that include: jumping, clapping, spinning,
stomping, touching the knees, and touching the toes.
Each student will take a turn rolling both dice. The
student will count the number of dots on the side the
number dice lands on. For the body movement dice,
all the students, as a group, will demonstrate the
movement on the side the dice lands on an
equivalent number of times indicated on the number
dice.
Once each student has gotten a chance to roll both
dice, I will review with the students that our bodies
are full of muscles and the muscles in our bodies
work together to help our bodies move. I will also
review various movements our bodies can perform.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Your Body book
Two dice, one with numbers and one with body
movements
Adult Roles:
Read the book
Ask questions
Monitor the students behavior
Explain the activity to the students
Observe the students doing the activity
Interpret observations into a checklist
 3/7/2017
Early Childhood Education
Learning Experience Plan

Resources & Reference:

Your Body by Stephanie Turnbull
Ohios Early Learning and Development Standards
Adams, Shauna M., and Joy L. Comingore. ACCESS to Life Science: Investigation Starters for Preschool, Kindergarten, and the Primary Grades. N.p.:
n.p., 2014. Print.
Adams, Shauna M., and Joy L. Comingore. "Movement Investigation." ACCESS Curriculum. N.p., 2014. Web. 20 Mar. 2017.
<http://www.accesscurriculum.com/movement.html>.