6/12/2013
Early Childhood Education
Name: Kay Crum
Date: 04-01-2019
Standard(s)/Guideline(s):
Standard: With modeling and support, remember and use information for a variety of purposes.
Developmental Domain: Cognition and general knowledge
Pre-assessment of current knowledge: KWL chart (completed during hook lesson), knowledge of emergency sounds (tornado siren and police sirens),
knowledge of animal sounds (cat and dog), found sounds (clapping and stomping).
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
-Listen to and use their memory to
identify several sounds that they
hear in their immediate
environment.
-match the sound to the picture
that the sound goes with (meow
goes with picture of the cat).
One Assessed Developmental
Skill:
Cognitive Development & Memory
Safety Considerations:
Be careful not to hit your friends
when clapping your hands or
tapping your hands on the table.
Also, make sure the children have
enough room to stomp without
stepping on their friends.
Learning Experience Template
Lesson Title: Environmental Sounds
Grade Level: Pre-School
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will collect the students’ bingo boards with marks on them
to identify if they were following along and matching the
sound to the picture.
I will record which children are able to identify the sounds
based upon what they mark on their bingo paper by using a
checklist. If they are able to get the picture right without
help from the teacher, they will get a check. If they need
help and/or cannot identify the picture, they will not receive
a checkmark. If the children can identify four out of the six
of the sounds, I will consider them proficient.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will compile a checklist of what each student knows from
the bingo board and use that checklist to come up with a
class average for each sound.
Circle one: ECE PKSN
Learning Experience
Academic Language:
-tornado siren
-police siren
-hearing
-matching
-identify
Procedural steps:
Introduce the book about hearing. Read the book and ask
comprehension/guided questions. Rookie Read-About
Health. Hearing By Sharon Gordon.
Q1. What do you hear with?
Q2. What is something quiet that you can hear?
Q3. What is something that is too loud?
*Ask additional or less questions to differentiate the lesson
based upon how students are/are not engaged.
*Explain the “game” we will be playing. (We will listen to
various sounds. Once you hear the sound and can name the
sound, mark it on your bingo board and put your thumb up. I
will then ask someone to tell me what sound it is. I will then
call on someone else to ask what the sound means. I will
then ask the student to pick the item out of the bucket to pass
around.)
Play the cat sound, then have the students guess what it was.
Allow the children to meow and pick out the picture of the cat
(cover it up with a bingo marker). (Show cat stuffed animal).
Play the tornado siren sound, have the children guess what
sound it is. Allow the students to find the picture (cover it up
with a bingo marker). Ask the students, what does a tornado
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Early Childhood Education
Learning Experience Template

siren tell us? What do we do when we hear a tornado siren?

Play the clapping sound, have the students guess what it is.
Allow the students to find the picture (cover it up with a bingo
marker). Allow the students to make this sound on their own.

Play the dog sound, then have the students guess what it
was. Allow the children to bark and pick out the picture of the
dog (cover it up with a bingo marker). (Show dog stuffed
animal).

Play the police siren sound, have the children guess what
sound it is. Allow the students to find the picture (cover it up
with a bingo marker). Ask the students, what does a police
siren tell us? What do we do when we hear a police siren?
(Show police hot wheel car).

Play the stomping sound, have the students guess what it is.
Allow the students to find the picture (cover it up with a bingo
marker). Allow the students to make this sound on their own.

Authentic Materials: (Describe authentic real life, hands-on

materials.)
-Picture bingo board of sounds used
-Markers
-Phone to play sounds
-Stuffed cat and dog
-Hot-Wheel police car

Adult Roles:
Facilitate and play the sounds of the animals. Scaffold the
children to identify what sounds were played and help them
find the picture on their board.

If the children are unable to identify what the sounds are used
for, make sure to explain them and that they are used to help
us—especially in emergency situations.

Resources & References:

BOOK—Rookie Read-About Health. Hearing By Sharon Gordon.
Ohio Early Learning Standards.
YouTube for my various sounds—these will be recorded as a voice memo on my phone to be utilized during the lesson.
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Early Childhood Education
Learning Experience Template

Reflection: (What have you learned about your students? How will this inform future instruction?)

In this lesson, I have learned a few things about my students including their ability to recognize sounds and connect them verbally to a word and visually to

a picture. While many of the students completed this activity, a few students chose not to be a part of it. (My cooperating teacher made me implement this lesson

during center time which made it extremely difficult to have the children come over to a small group at a table. However, once they came over to the table a

majority of the students were engaged and stayed engaged the whole time since they were “playing a game.”)

Within this activity with my students, I also learned that they love noises and games. They enjoy being able to “match” things; i.e. the sound, verbally

saying the word, and then finding the picture. With that being said, it was difficult to account for which students actually knew the sound because the students

shouted out the answers as soon as they recognized the sound without giving others time to hear it and think about it. As mentioned before, this lesson was done

during center time which means the classroom was loud. With the classroom being loud, some students who completed this activity had a hard time focusing to

hear the various sounds. For some of the students, I believe this was a sensory overload with all of the noise and just trying to focus on the noise of one sound.

While it was out of my control for this particular lesson, in the future, I would do this lesson in small groups while the rest of the classroom is very quiet—not during

center time.

For the future, I would also change this lesson by giving each student a different bingo board. I underestimated the preschool students and gave them all

the same board. Before even starting the “game” a majority of the students realized that they had the same board. This made it easier for those students who were

getting it quicker to help their peers who took longer. But, the disadvantage to that was not being able to tell which students understood the sound to the picture

and which ones were struggling. While there was a lot of learning going on throughout this whole lesson, I believe the most was learned with the tornado siren

sound. Many of the students did not even have a guess as to what it was. While they are young, I do believe this is an important sound, so I told them about the

siren and asked leading questions. As with all of the emergency sounds, I asked the students what the sounds were used for and how we listened to them. Once

they understood that the tornado siren was in fact the tornado siren, they were able to tell me that it was because it was very windy outside, and that we needed to

go to a safe place and cover our heads—some even showed me how we covered our heads. I then reassured them that they were correct, we must protect

ourselves when we hear this sound and played the siren again.
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Early Childhood Education
Learning Experience Template

There were many downfalls to this lesson, but over-all I believe I learned a lot about the students and different ways to help them learn in the future. I also

believe they expanded their knowledge with the various sounds.