5/23/2013
Early Childhood Education
Name: Marissa Frazier & Victoria Haynes
Date: 4/12/18
Standard(s)/Guideline(s): Explore objects, materials and environment, Express interest in and show appreciation for the creative work of others.
Pre-assessment of current knowledge: Discussion about characteristics of ramps and where to find them.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
Use prior knowledge on ramps to
create an accurate representation
of a ramp including the triangular
shape.
Draw a ramp using a variety of
materials.
One Assessed Developmental
Skill:
Cognitive skill by recalling
information and common features
found on ramps.
Motor skills will be used in order
manipulate various materials for
creating their own ramp.
Safety Considerations: Carefully
monitoring the use of scissors,
rulers and other materials during
the creating process.
Learning Experience Template
Lesson Title: Create Your Own Ramp
Grade Level: Preschool
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
We will collect the student’s art work.
Taking pictures as the students are creating their ramps.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
Taking notes on comments and observations made.
Pictures will show students interests and engagement with
the activity.
Checklist of developmental skills used to build the ramp
(triangular shapes present, slope of ramp included)
Circle one: ECE PKSN
Learning Experience
Academic Language: What kind of slope is your ramp going
to have?
Procedural steps:
Introduce lesson by showing the students books on ramps.
Then we will give the students a variety of materials to create
their own ramps.
Encourage other students to join in on creating their own
ramps through art using a variety of materials.
Take pictures during the art process.
Take notes on comments and observations made during the
process.
Closing activity by discussing each-others ramps and then
collecting their work.
Authentic Materials: Plain white paper, markers, crayons,
colored pencils, highlighters, rulers and books to show
examples of various styles of ramps.
Adult Roles: Facilitate art process, participate by creating
own ramp with the students and encourage students to use a
variety of materials.
 5/23/2013
Early Childhood Education
Learning Experience Template

Resources & References:

Walker, Sally M., et al. Inclined Planes and Wedges. Lerner, 2008.

Adler, David A., and Anna Raff. Simple Machines: Wheels, Levers, and Pulleys. Scholastic Inc., 2015.

DeVries, Rheta, and Christina Sales. Ramps & Pathways: a Constructivist Approach to Physics with Young Children. National Association for the
Education of Young Children, 2011.

Reflection:

During this lesson, the students were very engaged and seemed very excited to have the opportunity to create a ramp in their own individual way. To begin
the lesson Victoria and I sat at the art table with 3 students, and asked if they would like to make a ramp for us. All of the students said yes and were given
a white piece of paper and were told they could use any materials they would like to create their ramp. This art lesson was conducted after I had conducted
a science investigation on ramps, and read students two books about ramps. Using the prior knowledge students gained through our hook lesson, my
lesson, Victoria’s lesson, and the books read to them students were able to create ramps that aligned with how they saw ramps in the real world. As other
students became interested in the art lesson, we had more students participating. Using this knowledge and a variety of materials every student created
slides which are a variation of a ramp. While drawing their ramps Victoria and I made sure to ask open-ended questions about the ramps to ensure our
students knew why a slide was a ramp, how to create the incline of a ramp, and to describe the ramp they were creating. After each student finished we
asked them to explain their ramp to us, and why they chose to make a slide. Some of the responses we received included “I made stairs so the girl could
get up to the cave then go down the slide”, “You go straight up the slide, then go down on your bottom”, and “You go down it and you can slide- there’s a
ladder you climb up it and you swoop! Down it!”. Victoria documented the responses while I asked follow-up questions and asked students if we could keep
their pictures. Most students wanted to participate, but some did not so we did not require each student to participate. Every student that participated
allowed us to keep their pictures, and only one who participated did not want to us our provided paper, rather he used paper he was comfortable with while
still allowing us to keep the picture.

In the future, we could allow students to choose from a variety of paper, and other materials. We could also encourage students to use more than
one media per picture, or offer other medias such as clay or playdough. We feel our lesson was successful as students were excited to participate, and
were able to provide justification for their created ramps based on knowledge learned through the lesson presented to them.