Lesson Plan

Running Head: LESSON PLAN

Lesson Plan
[Name]
[University]
[Course]
[Date]

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ANALYSIS OF LESSON PLAN -1
Lesson Plan No. _____1___
Focus

List references that

Explain your analysis with

support your analysis of

the use of supporting

this. (Author, date and key evidence
words to describe the sort
of information this
reference gives you)
Is the outcome correctly

(Diamond & Lee, 2011)

The outcomes depict a

taken from the science

coherent relationship with

syllabus?

child’s mental and physical
behaviors. The children
between ages 7 and 9 were
engaged and interested in the
movement of objects. The
lesson plan is able to deliver
clear understanding of the
movement of objects based on
real world applications.

Is the introduction suited to

(Bruning , Shraw, Ronning,

The introduction is able to

introducing the outcome?

& Glover , 1999)

communicate high level

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Does it engage the children in

understanding of the lesson

introducing the body of the

plan and its objectives. There is

lesson? Explain why or why

scope of refinement in the

not. Does it explain science

lesson plan. Introduction of the

concepts/themes which are

concept can be an interesting

important to the lesson

activity if the teacher is able to

outcome?

create a lucid environment
using simple activities with
repetition. It is required that a
clear set of instructions are
placed in the introduction
section of the lesson plan for
better implementation.
E.g. Activity 1: Horizontal
movement (Skateboard),
Outcome 1: Student is able to
differentiate horizontal and
linear movement.
Activity 2: Oscillatory
Movement (Spring, Clock with
Pendulum)
Outcome 2: Student is able to

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differentiate single and
repetitive movements. And so
on… this style of introduction
with clear set of activity based
learning will promote better
outcome.
Naming of every activity is an
important job and must be
strongly imposed at every
stage/activity. This will
improve the cognitive part of
their brain.
The science concepts are well
understood with this lesson
plan.
Is the body suited to the

(Bronfenbrenner, 1974)

The body should have clear

outcome? Does it help the

outcomes for each activity. For

children understand more

examples: Toys in the

fully, the science

classroom must be labeled with

concepts/themes important to

the right physical movement so

the lesson outcome? Is the

that the students can relate to

teacher actively engaged in

each toy aptly. As the action is

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extending knowledge in this

different for each toy. The

part of the lesson? Are the

children can observe the

children likely to be actively

movement of toys understand

engaged in learning that is

the reason of movement.

relevant to the identified

Playdough can be introduced

outcome? Consider the

as a Level II activity when the

teaching strategies used in the

students are well rehearsed

body of the lesson and

with shapes and movement so

whether they are supporting

that playdough can be used for

learning.

an activity where children
create shapes based on teachers
drawing on the board. Children
have a strong sense of identity.
E.g. Activity 1: Teacher draws
a circle – Outcome 1: Students
make a ball from playdough.
Such activity will induce
confidence in children at this
stage.

In what ways is the
conclusion summing up, or

(Cannella, 1997)

The lesson plan has used
methods that are suited to the

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failing to sum up, the focus of

target group. The focus is on

the lesson? How are the

target. E.g. engaging students

children given opportunities

with playdough and teacher

to show that they are learning

will be able to attract students

the concepts/themes

and engage them in a positive

important to the lesson

way. These learning methods

outcome?

are the root of their success. A
set of objectives met during
this lesson must be clearly
noted for the educator. The
children reciprocate the
movements of objects learned
during the class through
naming conventions on the
chart for each toy in the class
and they play with at home.

Elect one other aspect of the

(McLeskey, Rosenberg, &

The children will depict

lesson plan that you identify

Westling , 2012)

different behaviors with every

as needing improvement.

activity. So it is important to

Explain what it is, and what is

group them and introduced

limiting about it.

concepts one group each.
For Eg: One group learns

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horizontal movement while
second learns oscillatory and
so on. This will lead to better
understanding of movements.
Children are active participant
in the early stage of their life
so their mind is free to imagine
new things. Round table group
based learning has delivered
better results than any other
form of learning.

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ANALYSIS OF LESSON PLAN – 2
Lesson Plan No. _____2___
Focus

List references that

Explain your analysis with

support your analysis of

the use of supporting

this. (Author, date and key evidence
words to describe the sort
of information this
reference gives you)
Is the outcome correctly

(Piaget, 1964)

Yes, it is because the children

taken from the science

are able to walk through and

syllabus?

explore a range of existing
products, spaces, places and
discuss their interests which
improve their critical and
creative thinking.
The variety of materials used
improves their abstraction.
Communicating their ideas
using familiarity of products
helps to improve literacy skills.
Model ideas for a product or

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place and the way students
recount their ideas using the
activity will improve their
critical thinking and social or
personal capability.
Is the introduction suited to

(Temple, Ogle, Crawford, & The introduction was well

introducing the outcome?

Freppon, 2013)

suited for the instructor and

Does it engage the children in

helped in meeting the

introducing the body of the

objectives of the lesson plan.

lesson? Explain why or why

The children were engaged in

not. Does it explain science

the activity throughout the

concepts/themes which are

activity. The lesson plan was

important to the lesson

able to defines the concepts of

outcome?

science and themes that are
important outcomes of the
lesson.

Is the body suited to the

(Turnbull, 2009)

The body is able to implement

outcome? Does it help the

the lesson plan with clearly

children understand more

defined steps. The scope of

fully, the science

improvement lies in the

concepts/themes important to

discussion section where

the lesson outcome? Is the

students talk about the

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teacher actively engaged in

properties of objects. This can

extending knowledge in this

be improved using clear set of

part of the lesson? Are the

questions provided by the

children likely to be actively

instructor eg: it the object

engaged in learning that is

hard/smooth/rough? And

relevant to the identified

answers to these questions will

outcome? Consider the

lead the group undertaking the

teaching strategies used in the

activity to easier understanding

body of the lesson and

of an object before they put it

whether they are supporting

in the box. For children it is not

learning.

an easy task to describe the
material which their teacher
told recently. The way children
gave their output shows that
best method was adopted for
children education.

In what ways is the

(Fisher, 2011)

The mental and cognitive skills

conclusion summing up, or

of children are going through a

failing to sum up, the focus of

learning phase and it is

the lesson? How are the

important that every activity

children given opportunities

has a precise outcome that is

to show that they are learning

why a good lesson plan is so

the concepts/themes

important. Usually it is seen

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important to the lesson

that the education provided to

outcome?

children in their early life is
cramming. To learn the things
after understanding is the most
important achievement in this
lesson. Skills that are
developed at an early stage
remain with that child forever.

Elect one other aspect of the

(Meisels & Shonkoff, 1990)

The discussion aspect where

lesson plan that you identify

groups walk around collecting

as needing improvement.

objects can be introduced after

Explain what it is, and what is

a small activity where they fill

limiting about it.

up a properties chart with the
help of a demonstration given
by the instructor. A quick
example of the activity before
the students undertake the
actual group activity will
improve the outcome and
results by significant margin.

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Discussion on Selected Lesson
This section will focus on assessing, summarizing Lesson plan – 2 and creating a revised
lesson plan that meets the following objective.


Accurate analysis of existing lesson plan.



Addressing the design, purpose and focus of the lesson plan creatively and
comprehensively.



Using references that justify the value of existing lesson and propose better
techniques for improving value of the lesson.



Presentation of the lesson plan is improved with a clear instruction set, structure,
reference and grammar.



Well-structured and clearly identifies the key issues.

The current lesson plan engages students between the ages of 7-9 in sorting materials based on
observation. The instructor reads a story of a cat stuck on a tree. This activity is performed to get
students in the mode of creativity (Gelman & Brenneman, 2004) (Geary, Hoard, Byrd-Craven,
Nugent, & Numtee, 2007). While the teacher is reading the story, the students are able to use
their mind to imagine the story as it unfolds. This activity is followed by a group activity. The
instructor divides the class into groups 1, 2 and 3. Each group is provided with a box. The box
has a specific label that identifies that group e.g. plastic group, metal group etc. Children walk
around in groups, at a time, collecting objects that match the characteristics of the object required
to be collected by that group.
The involvement of objects for recognition aids children to relate with an appropriate match and
understand the properties of those objects (Rendell, Fogarty, Hoppitt, Morgan, Webster, &
Laland, 2011). Activity 1 is focused on improving creative skills and Activity 2 improves

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identification, selecting and decision making capabilities of students. They can use adjectives to
describe the behavior, shape, texture, color and any physical characteristics of the objects before
they classify the object. The activity specifically uses sense to identify a range of objects and
group them based on observable properties. Class organization is important in the provision for
education because it has an impact on the level of understanding. It is also evident that in early
life children are quite exposed to cramming and the ability to comprehend the lessons learnt is an
achievement that largely has an impact in the academic and educational life of the child
(Resnick, 1983). If a child is exposed to healthy learning habits at an early stage in life he/she is
likely to become very successful throughout his her life. The activity will have a positive effect
on logical reasoning abilities of students that are engaged in this lesson.

Changes made in the lesson plan
The lesson plan has demonstrated the ability to recognize patterns and shapes of objects
based on their distinct properties. It is important that such method of learning is induced at a n
early phase of learning as it improves critical and reasoning abilities of children. The instructor
can observe the students during the activity and make notes on what worked and what didn’t
work during the lesson. The instructor can also write specifically on things that worked out for a
group but didn’t work out for a different group and use secondary means to resolve doubts
during the discussion phase (Cannella, 1997). The objective is to build up interest of students
undergoing the activity (McLeskey, Rosenberg, & Westling , 2012).

Revised Lesson Plan
Lesson Plan 2
Early Stage 1

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Outcome: identifies that objects are made of materials that have observable properties (STe9ME)

Teaching/ Learning Strategies:
Explaining

Resources: Key Vocabulary,
Storybook, Three boxes with
labels, Chart paper

Learning processes:
Designing
Introduction:
Activity 1:
Instructor will read out a story from a book. The book is about a cat
stuck on a tree. The teacher will demonstrate how the cat climbed
the tree (with pictures/placards). Usage of adjectives to describe
emotion (bold, nervous, scared, confident etc.). Students use a
clean sheet of paper to draw a cat on a tree and write one adjective
to describe what the cat is feeling.
Outcome 1: Clear understanding of the story and enhancing
capability to imagine.
Activity 2:
Teacher has three boxes, one is plastic, one is wooden and one is
metal. Teacher groups the class into three groups. Each group is
named after a particular type of material:

Assessment
Strategies:

Lesson
Evaluation:

Did children
sort and
group
materials on
the basis of
observable
properties?

Were the
children on
task?

Did the
children
describe the
properties of
the material
accurately?

Group 3: Wood Group

Was there any
conflict during
selection of
objects (per
group)?

The children walk around the classroom and collect objects that
match their group. They use the relevant box from the lesson
introduction to assist them in the collecting. As a group children
discuss what the object have in common using adjectives, e.g.
shape, size, weight, texture and other physical characteristics.

Did the lesson
plan identify
key issues
during
learning?

Group 1: Plastic Group
Group 2: Metal Group

Children display their objects on a table, make an appropriate sign
for their display table and on a chart write words that describe their

Which
aspects of the
class
organization
worked/didn’t
work?
Was the
activity
carried out
with equal
participation?
Did the lesson
address the
outcome?

LESSON PLAN
material (these words will come from their group discussion).
Outcome 2:
The children are able to sort the materials according to their
observable properties and describe the properties of materials
accurately.
Body:
Observation using their senses. Grouping a range of materials that
differ in size and shape. Improve critical thinking using familiar
products like pencils, erasers, bottles etc.
Using discussion based approach to reach a conclusion for
improving personal and social capability.

Conclusion:
The children play with blocks.

15

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Bibliography
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(1974): 14-18.
Bruning , R. H., Shraw, G. H., Ronning, R. R., & Glover , J. A. (1999). Cognitive psychology and instruction.
I.
Cannella, G. S. (1997). Deconstructing Early Childhood Education: Social Justice and Revolution.
Rethinking Childhood, Volume 2. New York: Peter Lang Publishing, Inc., 275 Seventh Avenue,
New York, NY 10001.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to
12 years old. Science, 333(6045), 959-964.
Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press.
Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms
underlying achievement deficits in children with mathematical learning disability. Child
development, 78(4), 1343-1359.
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood
Research Quarterly, 19(1), 150-158.
McLeskey, J. M., Rosenberg, M. M., & Westling , D. L. (2012). Inclusion: Effective practices for all
students. Pearson Higher Ed.
Meisels, S. J., & Shonkoff, J. P. (1990). Handbook of early childhood intervention. Cambridge University
Press.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of
research in science teaching, 2(3), 176-186.
Rendell, L., Fogarty, L., Hoppitt, W. J., Morgan, T. J., Webster, M. M., & Laland, K. N. (2011). Cognitive
culture: theoretical and empirical insights into social learning strategies. Trends in cognitive
sciences, 15(2), 68-76.
Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220(4596), 477-478.
Shapiro, B. (1994). What Children Bring to Light: A Constructivist Perspective on Children's Learning in
Science. Ways of Knowing in Science Series. Teachers College Press, 1234 Amsterdam Ave., New
York, NY 10027 (paperback: ISBN-0-8077-3375-X, $19.95; cloth: ISBN-0-8077-3376-8).
Temple, C. A., Ogle, D., Crawford, A. N., & Freppon, P. (2013). All Children Read: Teaching for literacy in
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Turnbull, A. (2009). Exceptional Lives: Special Education In Today's Schools (with MyEducationLab).

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