5/23/2013
Early Childhood Education
Learning Experience Template
Name: Karlie Severance Lesson Title: Music is all around us
Date: 03-12-23 Grade Level: Kindergarten Circle one: ECE PKSN
Standard(s)/Guideline(s):
Standard- Fine Arts: Music
2RE Describe how sounds and music are used in our daily lives.
Standard- Mathematics: Count to tell the number of objects
K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies.
a. When counting objects, establish a one-to-one relationship by saying the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object
Pre-assessment of current knowledge:
Before beginning the lesson, I will make sure to assess if the students have an understanding of counting by 1s. We will do a great activity counting out loud on
our number line as I point to them. I will eventually stop counting so that students can do it themselves. Once we can review counting by 1s, we will transition
into reviewing what they have learned in Music class. We will create a poster of music topics and sounds.
Instructional Objectives (2-3) Assessment of Student Learning Learning Experience
Two- Three Assessed Identify Evidence: (What will you collect or record as data Academic Language:
Instructional Objective(s): The to demonstrate students have met your objective(s) and - Describe
student will be able to... skill?) - Sounds
- Music
The students will be able to I will use a rubric or checklist to record data of the - Quantity
present in a group 5-10 sounds students’ demonstrations. This rubric will include elements - Number names
and musical elements created on of: - Relationship between last number said and number
a poster(words and images) that 1. Were 5-10 sounds or musical examples provided by of objects
they have found in their classroom the group
and outside lives (creativity). 2. Did the students number the sounds 1-10 or verbally Procedural steps:
identify the quantity they were on? - First, I will gather the students to the carpet and ask
The students will be able to count 3. Did the group expressively describe how the sound or them to explain what they have done in music class.
by 1, the number of objects that music was present in our lives or give a setting of the ( I will address this with the teacher ahead of time so
make music or sound in their day sound? I can prompt them with ideas).
by documenting the items and - We will write out a composite list as a group. I will
then counting them to get a total. Program Monitoring: (How will you aggregate or compile then ask them to think about what the difference
your evidence into a class or group view?) between sound is and music. And to think of the
difference as we do a read aloud Sounds All
One Assessed Developmental I will analyze the scores of the rubrics and see where Around: The Science of How Sound Works
Skill: struggles lied. If there was one component where more - Once the read aloud is done, I will integrate
than 20% of the students were not proficient with identifying accepting volunteers with calling on students to add
Students will be able to describe musical elements, describing them, or counting the number more sounds and examples of music to our list. I will
how sounds are present in our of sounds, I will take that as a sign that students are still challenge students to give an explanation as well of
daily lives and provide and count confused and need to be taught explicitly about the sounds how the sound is present(such as what setting).
5/23/2013
Early Childhood Education
Learning Experience Template
between 5-10 examples. and counting once again in a minilesson. (I picked more - Next, Students will pick a partner and I will create
than 20% because 80% is often thought of as mastery). groups by the partners. They will be given paper to
draw and or write sounds and music examples that
Safety Considerations: they have seen at home and exploring the
To make sure that students are classroom (even the hum of a computer).They will
not feeling left out or have trouble Differentiation: be given the task to gather 5-10 new words that we
making groups, I will have I will differentiate this activity by having books and the iPad did not talk about or were not talked about in the
students pick a partner. Then I will with musical settings accessible if students are feeling school setting. They will number each item to help
mix up randomly the partners to overwhelmed and struggling to think of sounds around them in their total counting.
create groups. Allowing for them. I will also have headphones for students who are - After 10-15 mins, students will come back to the
students to grab a partner and I sensitive to loud noises as groups are working and classroom and practice speaking and listening skills
will give time for this to ensure exploring sounds around the room. by sharing their posters with the rest of the
everyone has found a partner then I will also have different types of writing utensils available classmates.
create groups to support for students who are still strengthening their fine motor - The next day or two days, we will then create a t-
differences among the pairings. I skills. With this, I will have lined paper accessible for chart to sort through the difference between sound
will also make sure that we are students to work on their handwriting and letter references and music exaples.
keeping at a safe volume with and key words post on a word wall and auditorily saying
talking and music playing to for students to copy. I will also have images of instruments
ensure it does not hurt anyone’s posted on the board and in books so students can draw Authentic Materials: (Describe authentic real life, hands-on
ears. images if they need to incorporate drawings and try to materials.)
write out some sounds. - Read aloud book
- Classroom environment: computers, the sound that
school supplies make on paper, the sound of shoes
on the floor, the hum of technology, the ding of an
iPad are all sounds
- Musical instruments: the radio, rods, shakers,
tambourines, xylophones from music class
- Poster Paper
- Skinny and fat markers, pencils,
Adult Roles:
The adult will facilitate read aloud and monitor group
discussion and contributions to poster. The adult will create
groups. Then they will walk around and observe and prompt
groups as they create their lists.
Resources & References:
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards/Kindergarten-Standards.pdf.aspx?lang=en-US
5/23/2013
Early Childhood Education
Learning Experience Template
https://www.amazon.com/Sounds-All-Around-Science-Sound/dp/1525302507/ref=asc_df_1525302507/?tag=hyprod-
20&linkCode=df0&hvadid=509032833742&hvpos=&hvnetw=g&hvrand=16388403885063154571&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&h
vlocphy=9015827&hvtargid=pla-1238405143909&psc=1
