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Your response to Part I should be one (1) single-spaced page in length. 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  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 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 breakdown 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.

Paper For Above instruction

In designing an early childhood science lesson plan aligned with the Georgia Performance Standards, it is essential to focus on concrete, engaging activities that foster experiential learning. An appropriate concept for young learners is exploring the physical attributes of materials, which aligns with STANDARD SKP1, ELEMENT b: using senses to classify common materials such as buttons or cloth according to their physical attributes like color, size, shape, weight, texture, buoyancy, and flexibility. This foundational exploration helps children develop sensory awareness and categorization skills vital to scientific inquiry at an early age.

The lesson objective is: "Students will use their senses to observe and classify various materials based on their physical properties." This objective directly addresses the standard by encouraging children to engage actively, observe, and sort materials, thus meeting Georgia's expectations for early childhood science education.

Materials for this lesson include a variety of everyday materials such as buttons of different sizes and colors, fabric swatches differing in texture and weight, plastic and paper objects, a balance scale for weighing, and containers for floating objects. Before the lesson, the teacher must gather these materials and prepare them for distribution to small groups, ensuring safety and accessibility. Additionally, the teacher should prepare a visual chart to record observations and classifications made by students during the activity.

The procedure begins with an initiating activity—a story about a curious child exploring different textures and materials around the house. This story primes interest and introduces the concept of physical properties. Following this, the teacher introduces the materials and demonstrates safety guidelines. The activity involves children using their senses—sight, touch, and sometimes smell—to observe each item and classify them into groups based on selected attributes like color, texture, or weight. Children are encouraged to compare, describe, and explain their classifications, fostering critical thinking and language development.

Evaluation questions include: 1) Can the children correctly identify and describe different physical attributes of the materials? 2) Are the children able to classify and sort the materials based on these observations? 3) Do children demonstrate increased vocabulary related to physical properties (e.g., rough, smooth, heavy, light)?

To extend the lesson, the teacher could incorporate activities like creating a mystery bag containing various objects for tactile exploration (involving bodily-kinesthetic intelligence) and designing a colorful collage using cutouts from different materials (visual-spatial intelligence). These activities provide additional avenues for children to engage with materials and concepts through different sensory modalities and creative expression.

This lesson provides a comprehensive framework for developing early childhood understanding of material properties using hands-on, multisensory experiences aligned with relevant standards. Such lessons lay a foundation for scientifically literate students with inquiry skills that promote curiosity and exploration.

References

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
• Georgia Department of Education. (2020). Georgia Standards of Excellence for Science. https://georgiastandards.org
• Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
• Fleer, M., & Robbins, J. (2018). Early childhood science education: Engaging young children in science. Springer.
• National Research Council. (2012). Developing assessments for the Next Generation Science Standards. The National Academies Press.
• National Science Teaching Association. (2020). Science Standards for K-2 Classroom. NSTA Press.
• McGregor, D. (2017). The importance of science exploration in early childhood. Early Childhood Education Journal, 45(6), 789-797.
• Yelland, N. (2010). Reimagining early childhood education: Concepts, contexts, and practices. Routledge.
• Mooney, C. G. (2014). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
• National Association for the Education of Young Children. (2015). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.