Lesson Sketch for EDT 313 Investigation Lesson

Individuals completing this plan: __Kayla Flaute_

Lesson title: Behaving Like Farm Animals! Investigation Topic: Farm Animals__

2 Early Learning & Development Content Standards Indicators:

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
(e.g., running, hopping, skipping).”

2._Cognition and General Knowledge; Life Science; Explorations of Living Things: “With modeling
and support, identify physical characteristics and simple behaviors of living things.”

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will:
1. After participating in a nature walk, students will be able to identify simple behaviors of farm
animals.

2. After participating in a movement activity, students will be able to demonstrate locomotor skills
with control, coordination, and balance.

Experience(s): Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Experiences should encourage experimentation, problem solving and language
development. How will the experience(s) inform you on the children’s prior knowledge and interest in the topic? How can you
use this data to inform the development of your Integrated Investigation Plan?

Teacher will “hook” the students by moving around on the ground like a cow and saying “moo!”

Pre-Assessment: Teacher will make a graphic organizer of all animals at Aullwood Farm and ask students
how the animals behave. This may sound like, “What does a cow do?” All student responses will be
recorded on the graphic organizer.

Next, the students will be taken out to the farm for a nature walk. Students will be paired with buddies and
must always hold their buddy’s hand when walking from one place to another to ensure that students do not
wander off or get lost. Students will be asked to observe each animal and see how they behave. At each
stall or pasture, students will share their observations orally.

When the class returns to the room, the students will sit in a circle on the rug for large group time. Students
will then participate in a movement activity. The students will identify an animal they saw on the farm, then
each student will move like that animal. For example, if a student shares that they saw a chicken during the
nature walk, then everyone in the class would then crouch on two feet and position their arms as wings
while saying, “cluck, cluck!” During this time, the teacher will observe if students are able to demonstrate
locomotor skills using balance and coordination and will take notes on each child. If students seem to
struggle with this activity, then the teacher will model the actions for students.

As a post-assessment, the class will return to the graphic organizer. The teacher will then ask, “What
animal behaviors can we add to our organizer after going on our nature walk?” The post-assessment data
will be recorded in a different color to differentiate between the pre and post-assessment responses.
To conclude the lesson and transition into small group time, the teacher will ask students to move like their
favorite farm animal to their seats.

Assessment of student learning:

1. Data to be collected- Teacher will record data on students’ abilities to identify simple animal
behaviors and demonstrate locomotor skills using balance and coordination.

2. Method used to record/aggregate data- A graphic organizer will be used as a pre and post
assessment of student knowledge on the simple behaviors of farm animals. Student initials will be
placed next to their responses to ensure an individual assessment of each child. Notes will be used
to measure students’ abilities to demonstrate locomotor skills using balance and coordination.

3. Interpretation of assessment data- For the graphic organizer, students will be sorted into three
groups: did not meet objective, ready to work on objective, and met objective. This will be
determined by the accuracy of student responses. This data will then be compiled into a bar graph.
The data from the teacher’s notes will also be sorted into the same three groups, then compiled into
a bar graph for a class view of data. This will help determine if the class is ready to move on to new
material, or if the teacher should revisit the objectives of this lesson.

Reflection on lesson: In one page double spaced explain why the instructional objectives, experiences and
materials were chosen. Describe how well the children learned/achieved the instructional objectives. Finally include
a description of how the experience provided data to inform the development of the investigation.

N/A—This lesson was not implemented in the classroom.