Early Childhood Education: Lesson Plan Evaluation

Running head: EARLY CHILDHOOD EDUCATION
Early Childhood Education
Name of the Student
Name of the University
Author note

1EARLY CHILDHOOD EDUCATION
Table of Content
Introduction......................................................................................................................................3
The nature and purpose of the sequence of lessons.........................................................................3
Assessment of children’s learning...................................................................................................5
Evaluation of 5Es lesson sequence..................................................................................................7
Conclusion.......................................................................................................................................8
References:......................................................................................................................................9
Appendix:......................................................................................................................................11

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Introduction
Learning science at very young age is a very essential stimulator for the intellectual growth of a
child. The unit named Staying Alive allows the learners of 6 years old students to learn about
living beings and their basic needs to stay alive. The learning pattern of adults and children are
considerably deferent. Despite of the factor that a adult learner has more educational background
and basic knowledge about the topic, an adult person has more real life experience than a child
while having more intellect, reasoning power and memory (Victoriancurriculum. 2018). On the
other hand, a child brain is full of curiosity to experience everything with comparatively lower
reasoning power and memory.
This report describes the purpose, process and outcomes of the lesson plan. 2 of these lesson
plans namely engaging lesson or ‘Needs and care’ and the explanatory lesson or ‘How much
water do we need’ have been examined by implementing it on two adults of age 19 and 20 year.
It will help to identify the competence level of the planned lessons. 5 lesson plans have been
designed where these are representing the Engage, Explore, Explain, Elaborate, Evaluation parts
of the 5Es lesson design respectively.
The nature and purpose of the lesson
The nature and purpose of this report is to examine the efficiency of the lessons sequence by
implementing 2 of these 5 lesson on 2 adult participants (see appendix 1 and 4). The core
purpose of this lesson plan named Staying alive is to make the students more aware of their basic
biological needs along with the needs of other animals to survive in daily life. At the same time,
the purpose of 5Es process design of the lesson is to make this lesson more attractive and

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effective for the student that can allow the student to engage, explore and learn the topic with
realistic understanding and clear conception (Australia 2018).
The Engaging lesson was aimed to psychologically engage the students with the selected topic.
The efficiency of engaging lesson depends in the attractiveness of the lesson (see appendix 1). In
Exploring lesson, the students can carry out hands-on activities through which they can explore
the concept at the primary level. Engaging lesson allow the teacher to explain the whole concept
and components of the topic to the students. It allows the students to understand the core concept
of the topic as per their own reasonable interpretation. The phase of Elaboration the lesson can
provide enough opportunity to the student where they can implement their concept find out the
more detailed information (Chitman-Booker and Kopp 2013). Sometimes this phase uses the trial
and error method to utilise the reasoning power and intellect of the students to the potential level.
Evaluation part allow the teacher to examine how much the students have learnt successfully
while involving them with more complex tasks of implementation (see appendix 5).
By learning the biological needs of a human being and animals to stay alive, allows the students
to endure the preliminary concepts of living begins while allowing them to explore with their
own interest on the particular topic. The first lesson was aimed to capture student’s interest about
the basic components of needs including food, water, and shelter. The second lesson allows
exploring the utilization of 5 senses of human and other animals for survival. The third lesson
was planned to explain the functionalities of the needs of human and animals and their
importance in regular life (Hudson 2012). The fourth lesson was planned to support student to
plan and conduct an investigation about the requirement of water for human body. The last and
final lesson was planned to provide the opportunities for the student to express about what they
have learnt about the needs of human beings and other animals.

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Assessment of children’s learning
Process of learning from children’s perspective as well as from the perspective of educators
The lessons have been planned as per the learning model of 5Es Teaching and learning model
where the teachers as well as the students need to engage with a five steps process including
Engage, Explore, Explain, Elaborate and Evaluate (National Research Council 2012). From the
perspective of the student, this learning process allows the learner to be involved in the concept
or subject matter gradually while making enough knowledge and understanding about the topic.
The engage part of the lesson plan named Needs and Care allowed the students engage in the
topic about the needs of animals and human being in order to survive in their regular life (Singh
and Yaduvanshi 2015). The lesson was presented in attractive way that can grow the attention of
the 2 adults as well. From the response of the attracted adults towards the pet, it can be said
presenting the number of pets in the classroom is one of the techniques of attracting the students.
At the same time this lesson did not provide the detailed idea about the topic rather, it
represented as overall concept and purpose of the topic with light interaction. The functionality
of the initial lesson was to introduce the topic to the selected adults in a particular order that can
make the students interested about the learning as a trial.
After the initial introductory lesson in the second lesson, the educator can teach the student to
explore the presented topic (see appendix 2). In this lesson, the students can explore their five
senses and their utilization in human and other animals to survive in their regular life. In this
lesson, the students can explore the topic by identifying various objects through their five senses
individually while being blindfolded (see appendix 9). This technique allows the student to focus
on their individual senses and activities of respected body parts namely nose, year, eye, tongue

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and skin. This lesson also enabled them to write their each experience into the relevant sense
boxes inside the diagram of senses.
The major focus of the Explaining lesson named Finding needs is to explain the types and
quantity of food, water shelter and other components order to survive, and the cause of the
components of being crucial for both humans and animals (see appendix 4). Asking student
about how do they know that they are hungry allowed the teacher to make a relevant connection
between the learning topic and their real life intervention (Sumranwanich and Yuenyong 2014).
Giving the solve paper with photos to the students to identifying the needs allow the teacher to
explain the core concept of the topic with work based interaction as well.
After the explanatory lesson in the fourth lesson named ‘How much water do we need’, the
educator can teach the student to elaborate the presented topic with detailed understanding (see
appendix 4). In this lesson, the adults have been identified their own thirst level and needs of
water along with the needs of water for other animals to survive in their regular life. This
technique of giving the plastic cups full of water and allowing the student to drink as per
individual needs and documenting (see appendix 7) have allowed the teacher to show the two
adults the difference among individual needs of survival components (Eliason and Jenkins 2015).
This lesson also enabled those adults to explain each experience about thirst and dinking with the
peers. It has allowed the two adults to discuss about the essentiality of quantity of water in order
to survive with the help of practical experiments and expressing experiences.
The major focus of the Evaluation lesson named Sensational review is to collect the information
about what the students have learnt throughout the lessons and how this lesson can be more
appropriate for the students (Darling-Hammond 2012). It allows the students to discuss about
the essentiality of food, water shelter and other components order to survive, and the utilisation