Post University Waterbury CT All Rights Reserved CHS 250 Ste

2023 Post University Waterbury Ct All Rights Reservedchs250 Stem

2023 Post University Waterbury Ct All Rights Reservedchs250 Stem

Create a Learning Experience Plan (LEP) for a science activity for children between the ages of two to eight. Fully address each of the eight components of the LEP template, including title, age range, goals, objectives, content knowledge, vocabulary and teaching strategies, detailed lesson steps, differentiated instruction, use of technology, family/community engagement, and assessment methods.

Sample Paper For Above instruction

Learning Experience Plan for Science Activity

Introduction

The development of a comprehensive Learning Experience Plan (LEP) for a science activity in early childhood education requires careful consideration of developmental appropriateness, content, instructional strategies, and family involvement. This paper outlines a detailed LEP designed for children aged four to six years, focusing on the science topic of plant growth. The plan aligns with the Connecticut Early Learning Standards (CTELDS), incorporates relevant literature and resources, and employs developmentally appropriate practices to foster children's curiosity and understanding of science.

Title, Age Range, and Goal

The activity is titled "Growing Green: Exploring Plant Life." It is designed for children aged 4-6 years. The overarching goal is for children to understand the basic needs of plants and observe the process of plant growth through hands-on activities. They will learn to identify parts of a plant, understand what plants need to grow, and develop skills in observation and scientific inquiry.

Objectives and Learning Standard

The plan includes two measurable objectives:

1. Children will be able to identify and name at least three parts of a plant (roots, stem, leaves).

2. Children will demonstrate understanding of what plants need to grow (water, sunlight, soil) through a discussion and activity.

The activity aligns with the Connecticut Early Learning Standards Strand D: Science, specifically Standard D-2: "Children demonstrate understanding of the basic needs of living things" (Connecticut State Department of Education, 2019).

Books and Content Knowledge

A nonfiction book, "From Seed to Plant" by Gail Gibbons (Gibbons, 1977), will support content knowledge by illustrating the plant life cycle visually and informatively. It will be used during storytelling to introduce the concept of plant growth stages.

A fiction book, "The Tiny Seed" by Eric Carle (Carle, 1970), will be used to stimulate interest and imagination about seed dispersal and growth, connecting story to science content.

To deepen content understanding, the teacher references the online resource "National Geographic Kids - Plants" (https://kids.nationalgeographic.com/animals/plants/), which provides current scientific information about plant biology and ecology.

Vocabulary and Teaching Strategies

Key vocabulary words include:

- Photosynthesis

- Root

- Stem

- Leaf

- Germinate

A developmentally appropriate teaching strategy involves introducing new words through picture books and discussing their meanings using real objects or models during the activity. Reinforcement will occur through visual aids, labeling parts during hands-on planting, and encouraging children to use the vocabulary during group discussion.

Learning Experience

Introduction and Prompt

To capture children's attention, the teacher will begin by showing a vibrant seedling and asking, "What do you think this plant needs to grow big and strong?" This sparks curiosity and personal connection.

Body of the Lesson

Step-by-step directions:

1. Read "From Seed to Plant" aloud with interactive questioning.

2. Discuss the story and introduce vocabulary words.

3. Demonstrate planting seeds in small pots, allowing each child to plant their own seed.

4. Discuss the needs of plants and show materials: seeds, soil, small pots, water, and sunlight.

Materials Needed

- Seeds (e.g., bean seeds)

- Small pots or recycled containers

- Potting soil

- Water spray bottles

- Visual aids of plant parts and growth stages

- Technology: a tablet or projector for showing a short educational video about plant growth

Play and Differentiating Instruction

Addressing different learning needs, some children may have sensory sensitivities; for example, providing gloves for handling soil. For children requiring advanced challenge, they can record their observations over time or create a drawings of the different plant parts.

Play is integrated by encouraging children to imagine themselves as gardeners, caring for their plants, promoting engagement and joy. The activity supports developmental appropriateness by allowing children to explore through hands-on planting, fostering fine motor skills and understanding of biological processes.

Wrap-Up

The lesson concludes with a group sharing circle, where children show their planted seeds and predict what will happen next, fostering language development and scientific thinking.

Technology

A digital technology, such as a short animated video about plant growth, will be used to visually reinforce the lesson. The teacher will also utilize a tablet to document children's progress via photos and videos for assessment and sharing with families.

School-to-Home Connection

Families will be invited to support learning by maintaining their child's plant at home, watering and observing it, and recording growth in a simple journal or photograph album. Teachers will send SMS updates or emails with tips for caring for plants, encouraging ongoing engagement without additional costs.

Assessment

Assessment will include observational checklists documenting children's participation, understanding of plant parts and needs, and use of vocabulary during discussions. Photos of planting and growth stages will serve as visual evidence. Anecdotal records will capture individual progress, enabling tailored follow-up activities. This formative assessment promotes positive learning outcomes by providing real-time insights into children's developing scientific understanding.

Conclusion

This LEP exemplifies a comprehensive, developmentally appropriate approach to teaching preschool children about plant biology through interactive, multisensory activities integrated with technology and family engagement. Such a plan supports responsive teaching, fosters inquiry, and reinforces science learning in early childhood.

References

• Carle, E. (1970). The Tiny Seed. Scholastic.
• Gibbons, G. (1977). From Seed to Plant. Little, Brown and Company.
• Connecticut State Department of Education. (2019). Connecticut Early Learning Standards. https://portal.ct.gov/SDE
• National Geographic Kids. (n.d.). Plants. https://kids.nationalgeographic.com/animals/plants/
• National Science Teachers Association. (2016). Strategies for Teaching Science in Early Childhood. NSTA Press.
• National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• Wright, L. (2019). Science in the Early Years. Routledge.
• Harlen, W., & Qualter, A. (2018). The Teaching of Science in Primary Schools. Routledge.
• Becker, H., & Park, K. (2011). Effects of Integrating Digital Technology into Science Learning. Educational Technology Research & Development, 59(3), 415-433.
• Fleer, M., & Pramling, N. (2018). Reconsidering Play and Learning in Early Childhood Education. Springer.