The grade level I chose was Pre-K (4-5 year olds) and the area of concentration for this lesson plan is science. Students will make hypothesis and discuss what temperature means and how the sun warms the earth. Before the actual experiment takes place children will be asked open questions about various environments that are warm, cool, cold, and hot to help felicitate their ideas. By the end of the lesson children should beginmaking connections and have an understanding about the sun and how it warms the earth and water.
The lesson plan I selected is aligned with the Ohio early learning and development standards. It covers children's basic knowledge of the sun and how it affects our day- to day lives. A strand of the Ohio early learning and development standards is Cognition and a sub domain is earth science and space. At the ages of 4-5 children should be able to make connections from pervious experiences and create hypothesis based on that knowledge. If the students are not able to do so, this is an awesome lesson to expose them to how the sun and earth works and strengthen their cognitive skills.
Earth and Space Sciences for Early Childhood
The Universe
1.
Begin to use terms such as night and day, sun and moon to describe personal observations.
Physical Science for Early Childhood
Nature of Energy
7.
Explore familiar sources of the range of colors and the quality of light in the environment (e.g., prism, rainbow, sun, shadow).
Scientific Inquiry for Early Childhood
Doing Scientific Inquiry
1.
Ask questions about objects, organisms and events in their environment during shared stories, conversations and play (e.g., ask about how worms eat).
8.
Record or represent and communicate observations and findings through a variety of methods (e.g., pictures, words, graphs, dramatizations) with assistance.
Scientific Ways of Knowing for Early Childhood
Nature of Science
1.
Offer ideas and explanations (through drawings, emergent writing, conversation, movement) of objects, organisms and phenomena, which may be correct or incorrect.
I would implement thislesson plan in a phases. To grasp the student’s attention, if weather permits, I would anegg in a frying pan and have it available near the gathering area. As children gathered around it, I would ask them questions. For example, how would I cook the egg? What do you think would happened if I broke the egg in the pan? What if I left the pan in the sun all day? AsI ask the questions, write down their responses. This will get them invested and interested in the lesson. The problems I would anticipate is the children staying on task. I believe by breaking this lesson up over several days to help children build their memory and so the children aren’t over whelmed with the amount of information they are given. This will keep them intrigued andready to investigate. What may be challenging for students is getting the students to answer the questions about the sun. For example, what kinds of things does the sun do? If children haven’t had pervious experiences or knowledge about the sun this can be a challenging question andeven more challenging trying to make connections. I would modify and have alternativequestions to ask to scaffold their ideas.
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