After completing the reading assignments for Lesson 1, you will have learned a lot about lesson planning. Use the

Basic Science Lesson Plan components outlined on pages 108-110―topic/concept, objective, materials, advanced

preparation, procedure, evaluation and extension―to write a science lesson plan appropriate for use in an early

childhood classroom. (You do not have to include the “Goal” component in your lesson plan.)

After creating the lesson plan, list at least two extension activities. Your extension activities should include

activities that involve different multiple intelligences other than that addressed in the lesson plan activity. Do

not use the same multiple intelligence for both activities. Put the name of the corresponding intelligences in

parenthesis at the beginning of the activity so it is clear which of the multiple intelligences you are involving.

Refer to page 31 in your textbook to find the list of Gardner’s multiple intelligences.

A note about writing your objective: Though the text book suggests beginning your objective with, “The child

should be able to…”, in the real world of teaching, your objective would have to be aligned with a state standard.

Please find an appropriate state standard from the Georgia Performance Standards at HYPERLINK

"http://www.georgiastandards.org" www.georgiastandards.org that your lesson plan will meet.

For example, here is a science standard for kindergarteners in Georgia:

STANDARD SKP1 Students will describe objects in terms of the materials they are made of and their physical

properties.
ELEMENT a. Compare and sort materials of different composition (common materials include clay,

cloth, paper, plastic, etc.).
ELEMENT b. Use senses to classify common materials, such as buttons or swatches of

cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility)

If the concept you want to teach is that various objects feel different from one another, the standard you would

be meeting would be:

SKP1 ELEMENT b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their

physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

A break down of what is expected in your assignment is below.

Concept:
This is stated in complete sentence(s) and is appropriate for an early childhood classroom.
Objective/ Standard:
This states a specific state standard.

Materials:
Lists all materials used in the procedure.

Advanced Preparation:
This includes all tasks that must be completed by the teacher before the lesson.
Procedure:
——————see below—————————————-
initiating activity
This is an activity, story, song etc… used to get the children’s attention and interest in the topic.
how to do it
This section provides thorough step-by-step directions on how to complete the activity with the students.
Evaluation:

Includes at least 3 questions you will answer to determine the success of the activity and the children’s level of

interest and learning.
Extension:
Includes two activities that each addresses one or more different multiple intelligences then the activity in the

lesson.

Textbook: Charleworth, R. & Lind, K.K.(2010). Math and Science for Young Children (6th ed.). Belmont, CA:

Wadsworth, Cengage Learning.

ASSIGNMENT 02

Unit 33 presented a basic formula for facilitating science investigations: the teacher poses a question, listens

to hypothesis or predictions, allows students to investigate and collect data, listens to the data from the class

and records it for the class to see. Then the teacher facilitates a discussion to compare the data with the

original hypotheses.

Your assignment is to choose and objective relevant to primary grades science. You should use a state standard

just as you did for assignment 1. Then use the same lesson plan outline that you did for assignment 1 (see the

table below) to create an inquiry based science lesson.

For this assignment, instead of an initial activity you will start your lesson with a “motivating question” which

should be a question that will be posed for the students to form hypothesis about? For the extension of the lesson

instead of activities, I would like you to come up with at least two well thought out questions that you could ask

your students that may require further investigations to take place. These questions could be what if questions

about changing a variable.

Concept:
This is stated in complete sentence(s) and is appropriate for a primary classroom.
Objective/ Standard:
This states a specific state standard.

Materials:
Lists all materials needed for the investigation.

Advanced Preparation:
This includes all tasks that must be completed by the teacher before the lesson.
Procedure:
——————see below—————————————-
motivating question
This is the question that you will pose for your students to form hypothesis about.
how to do it
This section provides an overview of the activity that you will have the students do to conduct research.
Evaluation:

State at least 2 questions that you as the teacher will ask yourself to determine if your students are working and

learning, and not just playing
Extension:
Includes two questions that you will ask at the end of this investigation that may lead to further investigations?

These may be what if questions.