workprooduct8
Overview
For this Work Product, you will demonstrate your ability to plan developmentally appropriate preschool math and science activities, and to plan, implement, and engage in critical reflection on an integrated math/science lesson for preschool children. You are strongly encouraged to use the Academic Writing Expectations Checklist when completing this Assessment.
Professional Skill: Written Communication,Critical Thinking andInformation Literacy are assessed in this Competency.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric.
Adhere to the required length.
Conform to APA style guidelines. You may use Walden Writing Centers APA Course Paper Template.
2016 Walden University 1
PR008: Teaching Science and Math in Preschool Settings
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Part I: Math and Science Learning Activities
Sub-Competency 1: Plan developmentally appropriate mathematics learning experiences for preschoolers.
Learning Objective
1.1:
Plan
developmentally
appropriate
preschool math
activities.
Planning for
developmentally
appropriate
preschool math
activities is missing.
Response provides a description of
a developmentally appropriate
math activity, vaguely stating the
following, or two or more of the
following are missing:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response provides a description of
a developmentally appropriate
math activity, clearly stating the
following:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
description of how
the activity can be
adjusted for
students with
language and
learning needs.
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Learning Objective
1.2:
Explain why a
particular preschool
math activity is
Explanation for why
a preschool math
activity is
developmentally
appropriate is
missing.
Response vaguely delineates two or
more aspects of a math learning
experience that make it
developmentally appropriate for
preschoolers, or fewer than two
aspects are addressed.
Response clearly delineates two or
more aspects of a math learning
experience that make it
developmentally appropriate for
preschoolers.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
2016 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
developmentally
appropriate.
Response includes a
description of how
the activity can be
adjusted for
students with
language and
learning needs.
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Sub-Competency 2: Plan developmentally appropriate science learning experiences for preschoolers.
Learning Objective
2.1:
Plan developmentally
appropriate
preschool science
activities.
Planning for
developmentally
appropriate
preschool science
activities is missing.
Response provides a description of
a developmentally appropriate
science activity, vaguely stating the
following, or two or more of the
following are missing:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response provides a description of
a developmentally appropriate
science activity, clearly stating the
following:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
2016 Walden University 3
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Learning Objective
2.2:
Explain why a
particular preschool
science activity is
developmentally
appropriate.
Explanation for why
a preschool science
activity is
developmentally
appropriate is
missing.
Response vaguely delineates two or
more aspects of a science that
make it developmentally
appropriate for preschoolers, or
fewer than two aspects are
addressed.
Response clearly delineates two or
more aspects of a science activity
make it developmentally
appropriate for preschoolers.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Part II: Plan, Implement, and Reflect on a Math/Science Integrated Lesson for Preschoolers
Sub-competency 3: Plan, implement, and engage in critical reflection on an integrated math and science lesson for preschoolers.
Learning Objectives
3.1:
Provide foundational
information for a
preschool lesson
that integrates math
and science.
Foundational
information for a
preschool lesson
that integrates math
and science is
missing.
Response vaguely or incompletely
identifies:
– Math and science content areas
– Developmental domains
– Math and science learning
standards
– Learning
goals/objectives/materials/tech
nology/equipment/resources
Response clearly identifies:
– Math and science content areas
– Developmental domains
– Math and science learning
standards
– Learning
goals/objectives/materials/tec
hnology/equipment/resources
The response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes
additional relevant
foundational
information.
Learning Objectives
3.2:
Describe the lesson
introduction/anticipa
tory set.
Description of the
lesson
introduction/anticip
atory set is missing.
Response vaguely describes one or
more activities that establish a
connection and capture childrens
attention.
Response clearly describes one or
more activities that establish a
connection and capture childrens
attention.
The response
demonstrates the
same level of
achievement as 2,
plus the following:
2016 Walden University 4
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Response explains
the decision-making
process used in
determining the
introduction/anticip
atory set.
Learning Objectives
3.3:
Explain steps in the
lesson for building
knowledge and skills.
Explanation of the
steps in the lesson
for building
knowledge and skills
is missing.
Response describes, generally or in
random sequence, what the
teacher and the children will do in
all activities and transitions that are
part of this learning experience.
Explanation given for how the
activity might be differentiated to
meet the needs of individual
children, including children with
exceptionalities, is vague, does not
reflect research-based strategies,
or is missing.
Response describes specifically, and
in a step-by-step fashion, what the
teacher and the children will do in
all activities and transitions that are
part of this learning experience.
For each activity, an explanation is
given for how the activity might be
differentiated to meet the needs of
individual children, including
children with exceptionalities.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining steps in
the lesson for
building knowledge
and skills.
Learning Objectives
3.4:
Describe strategies
that will be used to
assess childrens
learning.
Description of
strategies that will
be used to assess
childrens learning is
missing.
Response vaguely explains how
childrens learning will be assessed
during and/or after the lesson.
Assessment does not use
observation/documentation.
Assessment is not aligned with
lesson goals/objectives.
Response clearly explains how
childrens learning will be assessed
during and/or after the lesson.
Assessment includes
observation/documentation.
Assessment is aligned with lesson
goals/objectives.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining
strategies that will
2016 Walden University 5
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
be used to assess
childrens learning.
Learning Objective
3.5:
Describe a lesson
closure activity.
Description of a
lesson closure
activity is missing.
Closure activities/strategies that
will be used to bring closure to the
lesson are misaligned with the
lesson.
Closure activities/strategies do not
involve summarizing, reviewing,
and/or reflecting on the learning
that has taken place during the
lesson.
Response describes one or more
activities/strategies that will be
used to bring closure to the lesson.
Closure activities/strategies involve
summarizing, reviewing, and/or
reflecting on the learning that has
taken place during the lesson.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining a
lesson closure
activity.
Learning Objective
3.6:
Engage in critical
reflection of lesson
implementation.
Engagement in
critical reflection of
lesson
implementation is
missing.
Response vaguely describes
childrens responses during the
lesson that show whether or not
children are grasping the literacy
skills and concepts being targeted.
Response vaguely describes
adjustments made during the
lesson based on childrens
responses.
Response vaguely explains whether
or not the adjustments were
effective, and why.
Response clearly describes
childrens responses during the
lesson that show whether or not
children are grasping the literacy
skills and concepts being targeted.
Response clearly describes
adjustments made during the
lesson based on childrens
responses and explains whether or
not the adjustments were
effective, and why.
Response explains what could be
done differently next time and
what next steps can be taken to
promote learning.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
how the planning,
implementation,
and reflection
experiences
supported
professional growth
and learning.
2016 Walden University 6
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Response explains how families and
others can be involved to support
the childrens literacy learning.
Professional Skill 1: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper
grammar, spelling,
and mechanics.
Multiple major and
minor errors in
grammar, spelling,
and/or mechanics
are highly distracting
and seriously impact
readability.
Multiple minor errors in grammar,
spelling, and/or mechanics are
distracting and negatively impact
readability.
Writing reflects competent use of
standard edited American English.
Errors in grammar, spelling, and/or
mechanics do not negatively impact
readability.
Grammar, spelling,
and mechanics
reflect a high-level
of accuracy in
standard American
English and enhance
readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are
missing or
inappropriate.
Writing is loosely organized.
Limited use of introductions,
transitions, and conclusions
provides partial continuity.
Writing is generally well organized.
Introductions, transitions, and
conclusions provide continuity and
a logical progression of ideas.
Writing is
consistently well
organized.
Introductions,
transitions, and
conclusions are
used effectively to
enhance clarity,
cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate
resources.
Writing does not
integrate
appropriate
resources and
content in support of
ideas and argument.
Writing loosely integrates some
appropriate resources and content
in support of ideas and argument.
Writing sufficiently integrates
appropriate resources (which may
include peer-reviewed resources)
and content in support of ideas and
argument.
Writing effectively
integrates
appropriate
resources (which
may include peer-
reviewed resources)
and content to
support and expand
upon ideas and
arguments.
2016 Walden University 7
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are
not applied.
APA conventions for attribution of
sources, structure, formatting, etc.,
are applied inconsistently.
APA conventions for attribution of
sources, structure, formatting, etc.,
are generally applied correctly in
most instances. Sources are
generally cited appropriately and
accurately.
APA conventions for
attribution of
sources, structure,
formatting, etc., are
applied correctly
and consistently
throughout the
paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone
are inappropriate
and negatively
impact clarity of
concepts to be
conveyed.
Vocabulary and tone have limited
relevance to the audience.
Vocabulary and tone are generally
appropriate for the audience and
support communication of key
concepts.
Vocabulary and tone
are consistently
tailored to the
audience and
effectively and
directly support
communication of
key concepts.
Professional Skill 5: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and
inform best practices.
Learning Objective
PS 5.1:
Analyze
assumptions and
fallacies.
Analysis of
assumptions is
missing.
Response is weak in assessing the
reasonableness of assumptions in a
given argument.
Response does not adequately
identify and discuss the
implications of fallacies or logical
weaknesses in a given argument.
Response generally assesses the
reasonableness of assumptions in a
given argument.
Response identifies and
discusses the implications of
fallacies and/or logical
weaknesses in a given argument.
Response clearly
and
comprehensively
assesses the
reasonableness of
assumptions in a
given argument.
Response provides a
detailed and
2016 Walden University 8
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
compelling analysis
of implications of
fallacies and logical
weaknesses in a
given argument.
Learning Objective
PS 5.2:
Generate reasonable
and appropriate
assumptions.
Assumptions are
missing.
Response does not adequately
present and discuss key
assumptions in an original
argument.
Response presents and discusses
key assumptions in an original
argument.
Response justifies
the reasonableness
and need for
assumptions in an
original argument.
Learning Objective
PS 5.3:
Assess multiple
perspectives and
alternatives.
Assessment of
multiple
perspectives is
missing.
Response does not identify nor
adequately consider multiple
perspectives or alternatives.
Response identifies and considers
multiple perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative
to others.
Learning Objective
PS 5.4:
Use problem-solving
skills.
Problems and
solutions are not
identified.
Response presents solutions but
they are ineffective in addressing
the specific problem.
Response presents solutions that
are practical and work in
addressing the specific problem.
Response presents
compelling
supporting
arguments for
proposed solutions.
Professional Skill 6: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to
effectively analyze issues and make decisions.
Learning Objective
PS 6.1:
Identify credible
sources.
Credible sources
are missing.
Some sources are credible,
appropriate, and relevant to the
topic.
Most sources are credible,
appropriate, and relevant to the
topic.
All resources are
credible,
appropriate, and
relevant to the
topic.
Learning Objective
PS 6.2:
Analysis is missing. Analysis superficially reflects
relevance of findings to the
Analysis clearly reflects relevance
of findings to the identified
problem, issue, or purpose.
Analysis clearly
reflects relevance
of findings to the
2016 Walden University 9
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Analyze findings
from relevant
sources.
identified problem, issue, or
purpose.
identified
problem, issue, or
purpose and
synthesizes
findings to
generate new
insights. This Assessment requires submission of two (2) documents. Save these documents as follows:
For Part I, save your math and science activities asPR008_PartI_firstinitial_lastname(for example, PR008_PartI_J_Smith).
For Part II, save your Math/Science Integrated Lesson asPR008_PartII_firstinitial_lastname.
When you are ready to upload your completed Assessment, use theAssessmenttab on the top navigation menu.
Access the following to complete this Assessment:
Lesson Reflection Questions
This assessment has two-parts. Click each of the items below to complete this assessment.
Part I: Math and Science Learning Activities
Effective math and science units and lessons comprise numerous activities that help children develop key concepts and skills. Bring to mind an area of study in math and in science, or an integrated math/science unit, project, or theme. With this area of study in mind, explore the Internet, curriculum materials, and other resources for high-quality activities that will develop key concepts and skills in that area. Select one activity in math and another activity in science that you could conduct with the preschool children you are currently teaching, with any class or group of preschool children. These two activities may be used as building blocks for the math/science integrated lesson you will create for Part II of this Assessment.
Outline a plan for the two activities as follows:
Indicate the title of the activity.
Describe the overarching unit, theme, or project.
Identify the targeted learning standards, goals, and objectives.
List the materials needed.
Indicate the grouping structure.
Explain the procedures.
Describe an informal assessment that could be used.
Explain why this learning experience is developmentally appropriate for preschoolers.
Part II: Plan, Implement, and Reflect on a Math/Science Integrated Lesson for Preschoolers
Plan, implement, and engage in critical reflection on an integrated science and mathematics lesson for preschool children. Your lesson may build upon the activities described in Part I of this Assessment.
Complete this Assessment as follows:
Plan
If you are not currently teaching in a preschool setting, speak with the teacher in the setting where you will implement the lesson.
Review math and science assessment data for the children you will be teaching to gain an understanding of their current progress in the two subject areas, and to determine learning objectives for the lesson.
Discuss the various strengths and needs of the children and if the lesson will be implemented with the whole class or smaller group.
Discuss ideas for how your integrated lesson will fit into the teachers current math and science units or themes.
Complete the Lesson Plan Template making sure to fill in all sections except the Reflection section at the bottom of the form.
Make all necessary preparations before you implement the lesson.
Implement
Review your lesson plan, and be sure to allow an appropriate length of time for your lesson implementation.
During your lesson implementation, look for evidence of whether or not the children are grasping the math and science concepts youre targeting. Be mindful of the effectiveness of your instructional strategies and materials, making adjustments, as needed, to maximize learning for all children.
Reflect
After implementing the lesson, reflect on your experience and complete the following:
Make anecdotal notes on your lesson plan, using the comments feature. Note what went well, where you made adjustments, and what you might do differently in the future, and why.
Summarize your experience by completing the Reflection section at the bottom of the Lesson Plan Template. Learning Plan Template
Foundations of Lesson Plan
Content Areas and Developmental Domains
Mathematics learning experience: pronouncing, counting and writing the whole numbers
Science learning experience: learning of weather pattern.
State/District/Professional Standards
Mathematical learning standards: Mathematical thinking
Science learning standards: Creative expression through the arts
Learning Goals
Mathematical learning experience: To improve the cognitive thinking of the pupils by exposing them to artwork and counting. The children will be expected to memorize the numbers in their order of appearances. The children will also be expected to decorate the figures and paint them using different colors. They will be expected to know how to pronounce the numbers.
Science learning experience: the children will be expected to explore the world around them. This activity will make the children understand different weather patterns such as sunny, rainy, cloudy or windy. The activity will also help the children to use artwork to decorate the images of weather patterns they were issued with.
Materials/Technology/Equipment/Resources
Mathematical Learning: The children will be provided with paints, manila paper, and charts. They will also be expected to have pencils and books.
Science learning: materials needed for this lesson are electronic toys, writing utensils, tablets, paints manila paper and charts
Grouping structure
The children will be placed in groups of five, whereby they were provided with paints and charts. They will use bottle tops for counting purposes and pencil to write the numbers. The children will be placed in groups based on their age bracket. Children of age bracket 2-3 years, 3-4 years, and four years will be placed in separate groups. The assessment will be done based on the completion of the task. Each group will be awarded full marks as a way to motivate the children. This will be necessary because children have a terrible attitude towards low targets, especially during competition. It is not easy for them to accepts defeat. All the children who participated in an activity will be given a reward as a sign of motivation. Each child will be given ice cream. All the paints were placed on the classroom wall to act as a reminder to the children about the topic. –
Lesson Sequence
Align all activities with the standard(s), goal(s), an.
Introduction/Anticipatory Set
Children are unique beings, and they are susceptible when it comes to matters related to academics (Bati, Erturk & Kaptan, 2010). Numbers and weather patterns are some of the aspects that children relate to their daily life. I will introduce the children on the topics by asking them some questions such as why do they think they houses are made roofs if they have ever seen money or used the money to buy anything, why are they air their clothes in the clothe line or remove them when it is about to rain, why are they putting on sweaters or remove them when it is hot or why are they put on rubber shoes when after it has rained). The answer to these questions will help the students participate in the learning activity. I will use drawings to show the children how numbers look like and the paintings of the weather patterns. To make the children more interested in the lesson, I will compose a chorus song that talks about the weather and numbers and sing it in class because children participate more in a topic when a song is used. The use of song will make the children memorize the numbers, and the even caused them to differentiate the weather patterns with a lot of ease.
Building/Applying Knowledge and Skills
Children will participate in the following activities
Listening: the first part of this learning activity will involve listening and speaking. Children will remain quite for instructions before learning starts. At this stage, the children will engage in answering questions is they have ever seen money if they have ever touched money if they have ever used money and what they used the money for. These questions will be used during mathematics lessons to make the student understand what numbers are. Questions related to weather patterns such as is they have ever witnessed if it is raining, why at-home clothes are removed to and aired in cloth line, why are they putting on a sweater, why there is a roof in the classroom etc. these questions will help the children identify with the topics.
Observation: the children will be allowed to observe the charts and repeat the sentence after the teacher. I will read the information in the chart while the children will be repeating the sentences after the teacher. Children who are naughty and cannot corporate will be enticed with sweats to make them calm down during the lesson. They will also be promised other things, such as ice cream after the experience.
Drawing and write and painting: the children will be allowed to draw and write what they will see from the charts in their books. They will copy the information which will be presented in the charts. Children who cannot draw or write especially the younger ones will be exempted from the activity. Each child will be required to paint his/her drawing using the painting of his/her choice.
Grouping: the children will be placed in groups of five and will be grouped based on their age bracket. In the groups, the children will be issued with paints of different colors. They will share the paints to decorate their drawings. They will be allowed to use the colors of their choice to paint the numbers and the weather patterns. Very naughty children and those who are not free to socialize will be allowed to do separate work.
Assessment
Assessment: the children will be allowed to forward their books individually, and evaluation will be done on an individual basis. Marks will be awarded equally to all the students as a way of motivating the children on their work. Each student was given ice cream after they had been assessed. However, children who showed good behavior throughout the lesson will be given extra ice cream. Children will be told to show their parents their drawings and ask them to comment. The comments will then be read in class and to the children.
Closure
The activities under review in this learning plan were science and mathematics. Science lesson will entail the study of weather patterns while mathematics will involve the study of whole numbers. Weather patterns are aspects that children relate with throughout their lifetime as well as numbers. These activities are aimed at improving the cognitive ability of the students as well as strengthening their memory (Masnan & Hashim, 2014). This activity will involve children of different ages from 2 years to four years. This lesson will be based on artwork as well as the use of writing skills. The children will be placed in groups of five. They will be required to participate in painting and drawing. The children will be summarized independently, and the most performing child will be given extra ice cream. The assessment process will also be extended to parents, whereby they will be required to comment on the drawings of their respective children.
Reflection
The learning activity was successful as many children can today different between weather patterns and even count from one to nine. Some also started to draw more designs and paint on their own. However, some challenges have been realized, such as lack of digital learning materials such as tablets and computers. Children between 2 and 4 years can learn using these materials, and therefore they are necessary for conducting such activities which require practical demonstrations. I also realized that such events need the support of other teachers because dealing with more than 50 children, one person is extremely tiresome. Some parents even dont the studies of their children seriously by not commenting on the drawings. The school can come up with a way to ensure that parents get involved in the learning development of their children.
References
Bati, K., Erturk, G., & Kaptan, F. (2010). The awareness levels of pre-school education teachers regarding science process skills.
Masnan, A. H., & Hashim, N. H. (2014). The teaching skills of beginning preschool teachers. Southeast Asia Early Childhood Journal, 3, 46-55.
2016 Walden University 1 Running Head: LESSON PLAN REFLECTION GUIDELINES 1
LESSON PLAN REFLECTION GUIDELINES 2
Lesson Plan Reflection Guidelines
Lua Shanks
Dr. Lucia
Walden University
06-23-2020
Lesson Plan Reflection Guidelines
What went well in the math lesson?
The objective of the lesson was achieved, which was to equip learners with mathematical skills. The learners were introduced to the study of the whole number. The class consisted of 30 children, and the assessment report revealed that more than 50 percent of the learners could pronounce the overall numbers, 60 percent can write the numbers, and 45 percent can identify the number. The use of charts in this lesson made the learners identify the numbers with a lot of ease. The preparation for the lesson was good because the learners participated somewhat in class. They remained active for more than three-quarters of the experience .70 percent of the learners submitted their books for assessment. Eighty percent of parents assisted the learning process by giving comments on the learner’s achievements during this lesson. Feedback from parents is positive, as many parents expressed happiness on their children’s learning progress.
What went well in the science lesson?
The objective of this lesson was to equip learners with the concept of weather patterns. The learners were allowed to identify the patterns and draw them as they were appearing in the charts which were issued to the children. Placing the children into groups of five also helped the students to collaborate and paint the drawings differently as each learner was required to paint hi/her drawing separately. The use of a group also made the learners share the scares paints and even use them sparingly (Altinkaynak & Erkul, 2018). The use of a song also motivated the learners towards paying attention to the lesson. The class consisted of a total of 25 children. Sixty-four percent of the learners can draw all the weather patterns, 53 percent can identify the weather patterns, and 70 can pronounce the name of the weather patterns. At the same time, 50 percent can identify, draw, and pronounce all the weather patterns.
Problems faced in both lessons
Some students are young and are not able to concentrate on paying attention in class. The preparation was not timely because the lesson took longer than expected. There was a need for an additional teacher to help manage and contain the learners. The use of paints, charts were not enough to teach these lessons. Other materials, such as toys, tablets, and videos, were supposed to be used for learners above two years. Learners above two years learn faster with videos, toys, and tablets compared to char
