Lesson Plan 1
EDUC 1090: LESSON PLAN Template and Marking Scale
|General Information Value: 2 MARKS |
|Instructor: Vanessa Fitzpatrick |Lesson: 1 |
| |Year 2-Semester 3 |
| | |
|Course: Arranging the Learning Environment |Time: 60 minutes |
| | |
| | |
|Learning Module/Unit: Module 1 |Next Lesson: Lesson 2 Materials and Equipment for each |
|Identifying, creating and labeling curriculum areas. |curriculum area. |
| | |
| | |
|Student Profile: Early Childhood Education 2nd year students. |
|Safety Notes: N/A |
|Lesson Focus Value: 6 MARKS |
|Learning Goal: Students will learn how to set up and arrange curriculum areas in a daycare centre. Students will learn how the |
|environment acts as the third teacher in children’s learning and how it guides children’s behaviors. |
| |
| |
| |
|Specific Learning Outcomes: |
|List all the curriculum areas in a daycare centre. |
|Understand the significance of each curriculum area. |
|Label and identify the number of children allowed in each area according to the space of the curriculum area. |
|- Understand how the environment acts as the third teacher in guiding children. |
|Design a floor plan of a daycare environment (room) which includes all curriculum areas. |
|Design traffic and flow patterns throughout the daycare room. |
| |
| |
|Rationale: Students are required to learn how to set up a daycare environment which includes all curriculum areas to enhance |
|children’s learning according to Daycare Regulations. |
| |
| |
| |
|Required Materials Value: 4 MARKS |
|Flip Chart and Marker for Notes. |
|There is no handouts for this lesson #1 |
|Students are required to have a copy of the textbook: |
|Crowther, I. (2007). Creating Effective Learning Environments 2nd edition. Toronto, ON: Thomas Nelson. |
| |
|Best Practices Manual- Students will be recommended to save the following link as a reference: |
| |
|(As these are Year 2 students they have the link saved in their files on their computers but have them check to see if they have the|
|link saved as they will be using the manual as a resource) |
| |
| |
|Presentation Materials: Projector, DVD Player |
|DVD- Setting up the Learning Environment |
|Prezi Presentation: pictures of daycare room set ups for all four age groups of children. |
| |
|Resources: |
|Best Practices Manual |
| |
| |
|Crowther, I. (2007). Creating Effective Learning Environments 2nd edition. Toronto, ON: Thomas Nelson. |
| |
|Kaplan Floor Plan Maker: |
| |
| |
| |
|Technology: In the classroom the students must have a computer with a high speed internet connection to access the internet. |
| |
| |
| |
| |
|Lesson Outline Value: 18 MARKS |
| |
|Guiding Questions: |
|What are the curriculum areas in a daycare environment? |
|What do you think it means when I refer to the environment is the 3rd teacher? |
|How does the environment (room) guide children’s learning? |
|How does the environment (room) guide children’s behaviors? |
| |
| |
| |
|Focusing Event: Show the students some photos on the projector of different daycare rooms-environment. (one room for each age |
|group-Infants, Toddlers, Preschool and School Age) |
|Ask the following questions: |
|What is the first thing you notice about the environment (each room)? |
|How does each environment (room) differ in the way its set up? |
|How does each environment (room) similar to the way it’s set up? |
| |
|I want to hear what the students see, what they notice first about the room. (remind students that there is no wrong answers) |
| |
| |
| |
| |
| |
|Lesson Activities: |
|Start with the Prezi presentation of pictures of four different daycare environments (infant, toddler, preschool and school age |
|rooms). Ask the students guiding questions: what do you notice about each room? Have the students tell you what they see in the |
|pictures. Next ask them what they see is different in regards to the set up of each room. And what is similar to the set up of each |
|room. |
| |
|Watch the DVD: Setting up the Learning Environment. |
| |
|Discussion with the students on the curriculum areas according to Daycare Regulations. List each area on the flip chart and what’s |
|the learning that takes place in each area-development and skills to be learned in each area. |
|Ask students the question: What skills will children gain from playing and interacting with others in each curriculum area-do one |
|curriculum area at a time. List answers on the flip chart under each curriculum area. |
|Next go over how to label the curriculum areas and determine how many children per area at a time. Show an example of labels to |
|show children the number of children allowed in an area at a time. |
| |
|Discuss the flow and traffic zones of the room, how the curriculum areas should be placed together, noisy areas together and quiet |
|areas together and why we set the areas up this way. |
| |
|Ask the students what they think it means when we refer to the environment as the third teacher, encourage students to give an |
|answer to the question being asked. Expand on the students answers; the environment is the third teacher in that children learn |
|through play. When we set the environment up to encourage play and interactions with adults and peers we are enhancing the learning|
|and skills development in children. The environment is also a tool for guiding children’s behaviors. Ask the students how do they |
|think the environment guides children’s behaviors? |
|Encourage students to give answers to the question. How we arrange the environment guides children’s behaviors by how we set up the|
|curriculum areas-noisy areas together to keep from distracting play that is occurring in the quiet areas. Quiet areas are placed |
|together. The environment is balanced to have active areas and quiet areas of play for all types of development to occur. |
|Development (Physical, Language and Literacy, Social and Emotional and Cognitive.) |
|The flow of traffic of the room-go over how we set up the room to encourage children to walk in daycare and use the large muscle |
|room for more active gross motor play activities. |
|How the room is set up to indicate to children where each area is a separate designated space. (Indirect guidance technique) Ask the|
|students if they have any questions in regards to guiding children’s behaviors through the set up of curriculum areas? |
| |
|Students will then be directed to the floor plan link online. |
|Show the students the link to the floor plan-Kaplan and how to use it- using the projector to display the link and the site on the |
|whiteboard so the entire class can see it and follow along on their computers. Give a demonstration of how to navigate the tools on |
|the floor plan so students can then begin practicing themselves on the computer. |
|Ask the students if they have any questions regarding the floor plan. |
| |
| |
|Guided Practice: |
|The ECE students will practice creating a floor plan in class after the discussion portion of the lesson. The students will be |
|given time to practice using the floor plan link that will be provided to them. Students will practice and get familiar with the |
|link and how to use it to create their floor plan assignment. |
| |
|The instructor will walk around the room and assist the students if needed to access the link if needed. It’s important for |
|students to practice the creation of the floor plan on their own but the instructor will give hints when needed to help assist in |
|the learning. |
|Lesson Closure: |
|Review the main points by asking students questions to ensure they understood what they just heard in class. |
|-What are the curriculum areas in daycare- ask students to tell you all the curriculum areas in a daycare room. |
|- Ask the students how we set up the areas. |
|-Ask the students why we set up curriculum areas. |
|-Ask the students how the room arrangement guides children’s behaviors? |
| |
|Remind students that to refer to their textbook and Best Practices Manual if they need to recall what areas are a requirement in |
|daycare. |
| |
| |
|Opportunity for Independent Practice: Students will have access to the link to practice creating floor plans for daycare. They can |
|practice creating floor plans on the computer and save their work in their files. |
| |
| |
| |
|Related Evaluation: |
|Link provided for the assignment: |
| |
| |
|Students will create a floor plan drawing of all the curriculum areas, clearly identifying each area boundaries, labeling of area |
|and number of children allowed in each area. Location of each area in the room and the traffic and flow patterns of the room. |
| |
|The students will create a floor plan for the age group that they will be working with during their Applied Learning 3. |
| |
| |
| |
|Next Class: Let the students know now that they have identified the curriculum areas and the purpose of each area we will be going |
|over the materials and equipment lists from the Daycare Regulations materials and equipment lists. We will be discussing the |
|requirements for each curriculum area. They will add the list of materials and equipment to their floor plan assignment. |
| |
| |
| |
| |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample