3 lesson one for math one science and one social studies, each lesson in the ata

3 lesson one for math one science and one social studies, each lesson in the atached template – 3 pages
If good i gonna need additioal the same style, any issue dont hesitate contacting me
Before we start talking, make sure to read the following – 90019476.pdf
There are generally two distinct ways of building lesson plans, through observation, or through developmental standards. For this course, we are going to be using the standards to anchor our lesson plans. While standards are generally associated with where children are in their development, we know that individual development has peaks and valleys and differences between domains. So no matter what we choose, we must always take into account children who are a little behind, right on target, and a little ahead.
Before you proceed, make sure to find one standard in the NYS Early Learning Standards that you want to work with.
For this example, we will be using the V.D. Investigating and Exploring
The standard says,
Child becomes a scientific thinker by manipulating objects, asking questions,
making observations and predictions, and developing generalizations.
From here, we can brainstorm what we want our lesson plans to be about. What do we want them to understand.
Brainstorm –
What can we have them explore?
What can they predict?
How can we get them to generalize what is happening?
One of the classic issues in early childhood is the idea of “strength”. What makes something strong? How do we know when something is strong? Note: This is not about a person being strong but something.
What do we know about things that are strong? The first thing that comes to mind is a building. How do buildings not fall down? What makes a building “strong”?
Let’s fill in what we currently have to our lesson plan template.
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Note: I have included action verbs in the Objectives section. These are taken directly from the V.D. Standards wording.
Next, let’s plan out what we actually want them to do and what materials we want them to use. When we do this, we want to make sure that the knowledge we are helping them acquire is similar to what we see in real life. For this reason, we are eliminating Legos from our potential materials. The interlocking nature of Legos makes it difficult to apply what we learn to real life situations. For this experience, we want to use wooden blocks which we can associate with “bricks”.
We want them to figure out how to use the blocks to make something that is “strong”. How can we get them to “predict” what this looks like? How can we get them to “observe” what is happening?
Remember that part of good early childhood practice is helping children to “discover” things for themselves, not having the teachers telling the students what to know.
Let’s use real buildings to help them predict. We can find pictures of real buildings, some they know, some they don’t, and have them predict which is the “strongest”. From there, I want them to test their assumptions and see if what they predicted is true.
Our basic outline is as follows:
Show them pictures of buildings
Have them predict which is the strongest
Have them build them
Test which one is strongest
Assess whether their assumptions of what would be the strongest is what actually happened?
For the final version, I would expect more detail around each step.
What is the teacher going to do?
Is the teacher going to be involved and ask questions? Or are they going to be setting this up so that the children can do things independently?
Each is a developmentally appropriate way of approaching this but a choice needs to be made. These are the second two pieces of the procedure.
What does the environment (setup) look like?
If you did this independently, you might talk about how the children will choose which building will be strongest. You should also talk about where this will be located, how the pictures will be hung, everything to draw a picture for whoever will do the lesson.
What is the teacher doing?
If the teacher is going to be involved, what are the questions they are asking? Give samples. Will they be building as well or just an observer?
Differentiation: (what to do?)
Let’s think about our lesson, where do we anticipate children having difficulties around the concept? Remember what our concept was, strength of a building, but our objectives are focused around predicting and observing. Focus on how to support the objectives.
Here are some that I thought of:
Describing the differences
have them point to what makes it strong
have them do this after they build it.
Generalizing at the end
Have them show what makes the building stronger.
Let them guess.
Making a choice of which will be the strongest
Let them change what they think.
If they find the lesson easy, what can you do?
Describing the differences
Ask about the details
Generalizing at the end
Focus on the details. Connect to the concept. i.e. why did this make it strong.
Have them draw the “strongest” building
Making a choice of which will be the strongest
Have them justify their choices
For the differentiation, always focus on what the objectives are and how you can help the children access them.
Here is a real-life example of one of these lessons in practice.
Now, you need to try to make a lesson for math, science, and social studies. This is a draft, so if you are unclear about something, submit it and I’ll give you feedback.

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