5/23/2013
Early Childhood Education
Name: Meagan McGillivary
Date: 4/9/19
Standard(s)/Guideline(s): Domain: Approaches towards learning, Strand: Initiative, Topic: Planning, action, and reflection, Statement: Use prior knowledge and
information to assess, inform, and plan for future actions and learning. Domain: Language and Literacy. Strand: Listening and Speaking. Topic: Receptive
language and comprehension, Statement: Follow two-step directions or requests.
Pre-assessment of current knowledge: EKWQ Chart
Instructional Objectives (2-3)
Two- Three Assessed
Instructional Objective(s): The
student will be able to...
The student will be able to follow
directions.
The student will be able to
compare and contrast the two
incline planes.
The students will be able to
discuss which incline plane will
move the fastest.
One Assessed Developmental
Skill:
My one assessed developmental
skill will be language and literacy
on following directions.
Safety Considerations:
One safety concerns I have is to
make sure no one throws the balls
in the room.
Learning Experience Template
Lesson Title: Body as Ramps
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?)
I will record on a check list whether or not the children can
follow directions during the activity.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I will use the checklist as a whole class view as
documentation.
Circle one: ECE PKSN
Learning Experience
Academic Language: Ramp, force, incline plane, observe,
study, identify, work together, gravity, arm, angle, steep
Procedural steps:
1. Gather the different materials (golf ball, foam ball,
soccer ball, etc)
2. When the children come in the classroom, they will
hang up their coats and backpacks and do their
morning work.
3. Once they are done with their morning work they will
then proceed to the carpet where I will have the three
different types of balls sitting on the carpet.
4. I will introduce the activity “So we have been learning
about ramps, like where they are, who uses them,
and what they look like. Well today we are going to
use our bodies as ramps.”
5. I will let them ask questions if they have any.
6. I will then explain what we will be making 2 different
incline planes with our arms. I will let them pick which
angle they will like their arms to be at for the incline
plane.
7. I will demonstrate first using one of the balls.
8. “I am going to use my arm to make a steep incline
plane” (show them) “Now do you think the foam ball
will go down my arm fast or slow” (let them answer)
“Ok, everyone let’s watch and see” (let the ball roll
down your arm)
9. “Ok now I am going to make a non-steep incline
plane” “Do you think it will go faster or slower than
the steep incline plane” (let them Answer)
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Early Childhood Education
Learning Experience Template

10. Once you are done demonstrating the activity allow

the children to do it on themselves or pair up in
partners. I will also discuss what we should be doing
with the balls and go over the safety concerns
11. Go around and help the children if they need help
and ask questions.
12. Once they are done, I will pull them back into a large
group and discuss what they learned from doing the
activity and see if there were any differences in the
different balls that they used.

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

materials.)
golf ball, foam ball, soccer ball, basketball, soft ball, baseball,
bouncy ball, whiffle ball, children

Adult Roles:

Mine: Instruct the lesson and help the children create incline
planes with their arms

Emily’s role: To record data and take pictures

Teacher’s role: Monitor the whole lesson and help rotate the
children.

Aid’s Role: Assist the children with special needs

Resources & References: I used the Ohio Early learning standards to get my standards.
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Early Childhood Education
Learning Experience Template

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

After doing my activity I think it went very well. I did not plan on having an odd number when I was pairing up the students, so I needed up being paired up with a

student. I learned that the students enjoyed using their bodies with this activity. I had the students guess what body part they think we were going to us and a lot of

them guessed the chest and torso of the body and were shocked when I said that we were going to use our arms. Once the students were paired up, they went to

an open area in the room and made incline planes with their arms and let their partner role the ball down their arm. When I gathered the students back together a

few of them had said that their ball went fast and slow depending how steep their incline plan was. Others had said that the ball just went fast the whole time. We

then discussed if having a certain type of ball would make the ball travel faster or slower than others. All of my students followed my directions and were able to

complete the task. I will use this activity in the future; however, I will change it up a bit. I will have more discussion with the children at the end of the activity and I

will hand out the balls instead of letting the children pick the ball, because no one picked a little ball, everyone wanted the big balls.