Lesson Plan : Bug Puzzles

Teacher Name:
 ErinVaughn
Grade:
 Preschool
Subject:
 Science

Topic:
 A bug puzzle with four pieces that students put together to show a picture of different bugs that they had learned about.
Content:
 This lesson was based on the information sharing structure in chapter 12. The students used the Roundrobin technique because there are only three of them in the morning class and they all have some form of verbal communication and are beginning to learn how to take turns. They are all good with puzzles as well and I thought that this sturcture might allow them to each share some input as to how the puzzle could be put together and still listen to each other and work as a group to compile the final result. The vocabulary for this lesson was dragonfly, ladybug, bee, and spider in verbal language and sign language.
Goals:
 The goal for this lesson was for the students to work together to solve a four piece puzzle with each child helping to put it together. TEKS - Language and Early Literacy Development 1.c. understands and follows simple oral directions 1.e. listens to and engages in several exchanges of conversations with others 3.a. shows a steady increase in listening and speaking vocabulary 4.f. begins to engage in conversation and follows conversational rules (e.g., staying on topic and taking turns) Mathematics 3.b. begins to use words that indicate where things are in space (e.g., “beside,” “inside,” “behind,” “above,” “below”) 3.e. puts together puzzles of increasing complexity. Science 1.m. solves simple design problems (e.g., making a box into a little house for a storybook character, toy, or pet) 2.j. begins to use scientific words and phrases to describe objects, events, and living things. Social Studies 1.b. cooperates with others in a joint activity Personal and Social Development 2.a. begins to share and cooperate with others in group activities Physical Development 3.d. begins to manipulate play objects that have fine parts
Objectives:
 Given a puzzle made of four wooden cubes, the students will be able work together to assemble the pieces in the correct positions to create a picture of a bug four different times with four different pictures.
Materials:
 Bug puzzle made of four wooden cubes with pictues on each face of the cubes
Introduction:
 The students will walk around the room with the teacher and take turns naming the six large blow up bugs that are hanging from the ceiling and learning the signs for the names of the bugs.
Development:
 The students will sit at a table with the teacher and look at pictures of each of the bugs and talk about the names of the bugs and which ones have wings, tails, and their colors.
Practice:
 Then the teacher will ask the students the names of the hanging bugs and the bugs in the pictures and they will tell her the answers as she calls on them to answer. Then she will show them the puzzle with the bug pictures on it and how it fits together by completing one of the puzzles for them to show them the completed picture of a bug.
Accommodations:
 The students can state where they think that a piece should be placed and then move it
Checking For Understanding:
 After a puzzle is complete I will ask the students to tell me the name of the bug.
Closure:
 At the completion of the lesson, we will look at the pictures and blow up bugs again and I will ask the students to take turns naming the bugs and the characterisitics that we talked about in the beginning of the lesson.
Evaluation:
 I will watch the students put the puzzles together and listen as they name the bugs so that I can be sure they are understanding the picture and the name together. If they are struggling with this then we will go over the pictures again so that they will be able to name all four of the bugs on the puzzle correctly.
Teacher Reflections:
 The lesson went very well and the children loved the puzzle. They were able to name all of the bugs correctly and with a little help were able to work together to complete the puzzles. My students included diverse learners because one uses sign language and one uses Spanish and english to communicate, but I was able to use the spanish, english, and sign language words to communicate the names of the bugs and properties to them and they were able to communicate with each other using sign language and english. Before I did this lesson I was not sure if cooperative learning would work for these children because they are so young and in a PPCD class, but it worked wonderfully and I think that future lessons could easily incorporate cooperative learning!

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