Lesson Plan: A Type Of Curriculum Teachers Use

5e Lesson Planone Kind Of Curriculum That Teachers Use Is Called Emerg

5E Lesson Plan One kind of curriculum that teachers use is called emergent curriculum. The teachers spend hours observing and interacting with their students to determine their students' interests. When students are allowed to study their own interests, they are highly motivated, engaged, and focused. They have fewer behavior problems. They learn the material because they want to, not because someone is telling them to.

If you currently teach young children, spend some time observing them and listening to them to determine an interest they have. For example, you may hear them talking about lizards, frogs, birds, rocks, or something else of that nature. If you do not currently teach young children, think of an interest that you have that might also be interesting to young children. After you have researched the assigned topic, download the 5E Lesson Plan form and fill it out (typed) with as much detail as you can. By following the 5 step format of the 5E- engage, explore, explain, elaborate, and evaluate- your students will be encouraged to explore and discover in a hands on, active approach to play and learning.

You may have heard the term standard course of study when referring to the standard used to teach children in a K-12 setting. NC Foundations is the equivalent standard course of study for children birth to kindergarten. It is the standard that guides what and how we teach young children in a developmentally appropriate way (NCFELD pg.11). USE NC FOUNDATIONS (NCFELD) book and note which domains, goals, and developmental indicators are being exercised to meet the objective of the lesson. Use complete sentences with correct grammar and spelling.

Again, be as detailed as you can be so that a substitute could teach your lesson if you were out of the classroom. After you complete the form, upload it to the assignment link. Just a reminder, in addition to the lesson plan (focus assignment), you must also complete the self-reflection by following the instructions outlined in the assignment link. Focus Assignment: Teacher: Date: Activity/Age (must be birth to 35 months depending on the objective of the module): Materials: NCFELD Domains, goals and developmental indicators being supported with a brief explanation as to how and why. Lesson objective(s): Differentiation strategies to meet diverse learner needs: ENGAGEMENT · Describe how the teacher will capture students’ interest. · What kind of questions should the students ask themselves after the engagement?

EXPLORATION · Describe what hands-on/minds-on activities students will be doing. · List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.

EXPLANATION · Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? · List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

ELABORATION · Describe how students will develop a more sophisticated understanding of the concept. · What vocabulary will be introduced and how will it connect to students’ observations? · How is this knowledge applied in our daily lives?

EVALUATION · How will students demonstrate that they have achieved the lesson objective? · This should be embedded throughout the lesson as well as at the end of the lesson Self-Reflection: Explanation (5-7 sentences including in-text citations from the chapter) Justification (5-7 sentences including in-text citations from the chapter)

Paper For Above instruction

Emergent curriculum offers a dynamic and child-centered approach to early childhood education, emphasizing the importance of teacher observation and responsiveness to children's interests (Katz & Chard, 2000). Unlike traditional curriculum models, emergent curriculum recognizes that young children's natural curiosity and playfulness serve as the foundation for meaningful learning experiences. This approach aligns with developmentally appropriate practices advocated by NC Foundations, which highlight the significance of observing individual children's interests and developmental stages to guide instruction (NCCFELD, 2010). Implementing a 5E lesson plan within emergent curriculum fosters active exploration and critical thinking, making learning engaging and relevant for young learners.

The initial phase, engage, involves capturing children's attention through stimulating activities or questions about their interests. For instance, if children express curiosity about animals, the teacher might introduce a story about frogs or birds, prompting questions such as, "What do frogs eat?" or "Where do birds live?" These questions encourage children to connect their prior knowledge with new information (Bybee et al., 2006). During the explore phase, hands-on activities enable children to investigate their interests further, such as examining rocks or observing bird feathers. Conceptual questions like "How are rocks different?" or "Why do birds have feathers?" help focus their exploration (Shernoff, 2010).

The explanation stage builds on children's exploration, with teacher-guided discussions that help them articulate their findings and link observations to scientific concepts. Effective questioning techniques, such as "What did you notice about the rocks?" or "Why do you think birds have feathers?" promote higher-order thinking (Lynch et al., 2008). Connecting new vocabulary, like "habitat" or "adaptation," to children’s observations deepens their understanding and vocabulary development (Piaget, 1952). In the elaboration phase, children apply their newfound knowledge to everyday contexts, fostering a broader understanding of nature and science in real life, such as visiting a park to observe local wildlife or caring for classroom plants.

Evaluation is integrated throughout the lesson, with children demonstrating understanding through their explanations, questions, or creative projects. Teachers can assess comprehension by observing children's participation and their ability to relate concepts to experiences (Hatch, 2002). This formative assessment approach ensures that the lesson objectives are achieved by the lesson’s end. Additionally, reflective practices help teachers evaluate the effectiveness of activities and plan future instruction, aligning with the principles of emergent curriculum and developmentally appropriate practices (Gandini & Epstein, 2010).

References

• Bybee, R. W., et al. (2006). Teaching for Understanding and Deep Learning: Scientific Inquiry in the Classroom. Science Education, 90(2), 243-264.
• Gandini, L., & Epstein, A. S. (2010). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Ablex Publishing.
• Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. State University of New York Press.
• Katz, L., & Chard, S. C. (2000). Engaging Children's Minds: The Project Approach. Ablex Publishing.
• Lynch, S., et al. (2008). Teaching Science to Young Children. Early Childhood Education Journal, 36(4), 253-262.
• NCCFELD. (2010). North Carolina Foundations for Early Learning and Development. North Carolina Department of Public Instruction.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Shernoff, J. (2010). Engaging Young Children in Science and Mathematics Learning. Young Children, 65(4), 12-19.