Unit 3

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Due Date: 11:59 pm EST Sunday of Unit 3
Points: 100

Overview:

Creating developmentally-appropriate lessons is a primary job of early childhood
teachers and is at the center of classroom activities. Structured lesson plans are used to
organize important concepts and elements needed to deliver rich curriculum that meets
educational goals. For this assignment, you will choose either a math or science lesson
plan from options provided. You will implement the lesson at home, with or without
children, and document your experience. You will then reflect on your experience and
suggest a revision or expansion of the lesson to include one analog and one digital
technology tool. Lastly, you will evaluate how technology can be used to extend young
children’s learning experiences in both the classroom and at home with their families.

Instructions:

1. Before you begin, read the US Department of Education, Office of Educational

Technology‘s guiding principles for technology and early learning provided in the

Unit Readings and Resources.

2. Carefully read both the Math and Science Activity Plans and select one (1) for

this

assignment.

3. Using the selected lesson plan as your guide, implement the math or science

lesson at home. Use materials that you have on hand to do the lesson. You may

do the lesson yourself or try it with a child, family member or friend.

4. Document your experience implementing the lesson with notes, picture(s), or by

recording a video (see the CHS250 YouTube Instructions as needed for the

video option). You will submit this documentation as part of your completed

assignment.

5. Reflect on your experience doing the activity by answering the following two

questions:

o What did you learn from your selected activity plan about intentional

teaching?

o What did you learn about utilizing technology?

CHS250 – STEM in the Early
Childhood Education Classroom

Unit 3 Assignment: Analog and Digital Technology

6. Recommend 1 analog and 1 digital technology that can be used to improve,

strengthen, or extend the lesson learning experience for children.

o Briefly describe the general purpose and function of each technology tool.

o Describe and provide an example of how each technology will be used for

the lesson learning experience. For example, will the technology be used

to investigate or extend a lesson concept or vocabulary? Will it be used to

document the activity?

o Discuss how each of your technology recommendations can be connected

to a guiding principle from the US Department of Education, Office of

Educational Technology‘s guiding principles for technology.

7. Identify effective ways to engage children’s families and the community in either

implemented activity or your recommendations for the use of analog or digital

technology.

• Family engagement examples: help to plan the lesson; share cultural

information and traditions related to the activity; contribute their talents;

read the activity-specific book(s) and conduct the activity with their

children at home.

• Community resource examples: community service providers, local

businesses, libraries or other community-based organizations.

Requirements:

• Submit a Word document in APA 7 format (with Title Page and Reference Page).

• Submit the activity documentation with the essay submission.

• 1.5-2 pages in length, excluding the activity documentation, Title and Reference
pages.

Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.

Evaluation Rubric for Analog and Digital Technology Assignment

CRITERIA 4
Exemplary

3
Proficient

2
Needs

Improvement

1
Deficient

17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points

Lesson
Implementatio
n and
Documentatio
n

NAEYC 5c
Using own
knowledge,
appropriate
learning
standards, and
other
resources to
design,
implement,
and evaluate
developmentall
y meaningful,
and
challenging
curriculum for
each child.

Detailed
documentation
demonstrating
that the math or
science lesson
was fully
implemented at
home with
materials on
hand.

Mostly detailed
documentation
demonstrating
that the math or
science lesson
was
substantially
implemented at
home with
materials on
hand.

Somewhat
detailed
documentation
demonstrating
that the math or
science lesson
was partially
implemented at
home with
materials on
hand.

Documentation
is lacking or
inadequate;
Little to no
evidence that
the math or
science lesson
was
implemented at
home with
materials on
hand.

17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points

Reflection on
Lesson
Implementatio
n

NAEYC 6d
Integrating
knowledgeable
, reflective, and
critical
perspectives
on early
education

Evaluative and
explicit
reflection of
learning about
intentional
teaching,
utilizing
technology, and
extension or
improvement
with technology.

Comparative
and substantive
reflection of
learning about
intentional
teaching,
utilizing
technology, and
extension or
improvement
with technology.

Thoughtful,
insightful, and
specific
reflection of
learning about
intentional
teaching,
utilizing
technology, and
extension or
improvement
with technology.

Incomplete,
vague, or
inadequate
reflection of
learning about
intentional
teaching,
utilizing
technology, and
extension or
improvement
with technology.

17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points

Family and
Community
Engagement

NAEYC
Standard 2c.
Involving
families and
communities in
young
children’s
development
and learning.

Comprehensive
demonstration
of effective
ways to engage
both children’s
families and the
community in
young
children’s
learning with
technology.

Substantive
demonstration
of effective
ways to engage
both children’s
families and the
community in
young
children’s
learning with
technology.

Clearly-stated
strategies to
to engage
children’s
families and/or
the community
in young
children’s
learning with
technology.
Details may be
lacking.

Minimal to no
attempt at
demonstrating
effective ways
to engage
families and/or
the community
in young
children’s
learning with
technology.

17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points

Digital and
Analog Tools:
Recommenda
tions and Use
in the Lesson

NAEYC 4b.
Knowing and
understanding
effective
strategies and
tools for early
education,
including
appropriate
uses of
technology.

Recommends
one (1) analog
tool and one (1)
digital tool.
Fully accurate
and specific tool
description
demonstrates
knowledge of
the purpose
and function of
each
technology.
Explicit details
for how each
technology will
be used to
support the
lesson.

Recommends
one (1) analog
tool and one (1)
digital tool.
Mostly accurate
and specific tool
description
demonstrates
knowledge of
the purpose
and function of
each
technology.
Substantial
details for how
each
technology will
be used to
support the
lesson.

Recommends
one (1) analog
tool and one (1)
digital tool.
Somewhat
accurate and
specific tool
description
demonstrates
knowledge of
the purpose
and function of
each
technology.
Description
details how
each
technology will
be used to
support the
lesson.

Recommends
analog or digital
tool but not
both.
Tool description
is vague
providing little
to no evidence
of
knowledgeable
purpose and
function of the
tool.
Vague or
significantly
incomplete
description of
how
technology will
be used to
support the
lesson.

17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points

Connection to
Educational
Technology
Guiding
Principle

NAEYC 5b.
Knowing and
using the
central
concepts,
inquiry tools,
and structures
of content
areas or
academic
disciplines.

Clear, specific,
and insightful
connections
made to
suitable guiding
principles from
the US
Department of
Education
Office of
Educational
Technology.

Substantive
connections
made to
suitable guiding
principles from
the US
Department of
Education
Office of
Educational
Technology.

Connections
made to guiding
principles from
the US
Department of
Education
Office of
Educational
Technology but
may lack clarity
or specificity.
May be
mismatch
between
technology and
guiding
principles.

Vague,
incomplete, or
incorrect
connections
made to
guiding
principles from
the US
Department of
Education
Office of
Educational
Technology.

5 Points 4 Points 3 Points 0 – 2 Points

Paper Length

Professional
Writing
Standard SS3
Student is
proficient in
reading and
writing.

Fully meets
minimum length
requirement.

Mostly meets
minimum length
requirement.

Somewhat
meets minimum
length
requirement.

Significantly
missed
minimum length
requirement.

5 Points 4 Points 3 Points 0 – 2 Points

Grammar,
Spelling and
Sentence
Structure

Professional
Writing
Standard SS3
Student is
proficient in
reading and
writing.

Writing and
format are
clear,
professional
and error free.

Few errors that
do not impede
professional
presentation.

Significant error
s that do not
impede
professional
presentation.

Errors impede
professional
presentation;
guidelines not
followed.

5 Points 4 Points 3 Points 0 – 2 Points

APA Format

APA compliant. Few errors in
APA.

Significant
errors in APA.

APA not
followed.

Professional
Writing
Standard SS3
Student is
proficient in
reading and
writing.

• Early Learning Standards (three standards)

Standard #1

Domain: Science

Strand: Strand C: Early learning experiences will support children to understand

patterns, process and relationships of living things.

Learning Progression: Unity and Diversity of Life

Indicator: S.60.7 Group and classify living things based upon features, providing

evidence to support groupings

Source: CTELDS

Standard

Domain: Language and Literacy

Strand: Strand B: Early learning experience will support children to use language

(expressive language).

Learning Progression: Vocabulary

Indicator: L.60.4 Use an increasing variety and specificity of accepted words for

object, actions, and attributes encountered in both real and symbolic contexts.

Source: CTELDS

a) Title of the Lesson: Veins in a leaf

b) Number of Children in Group: 10

c) Children’s Age Group: 4-5 years

d) Length of Lesson: 45 minutes

Science Learning Experience Plan (LEP)

CHS250 – STEM in the Early

Childhood Education Classroom

Standard

Domain: Social Studies

Strand: Strand C: Early Learning experiences will support children to develop an

understanding of economic systems and resources.

Learning Progression: Science, Technology and Society

Indicator: SS.60.9 Begin to be aware of technology and how it affects life

Source: CTELDS

• Key Objectives (three objectives)

Objective #1 Children will explain the primary purpose of a vein structure in the leaf.

Objective #2 Children will analyze how water travels through leaf veins.

Objective #3 Children will create documentation to share with class and family.

• Materials:

• clear jar

• food coloring or anything in your house that would change the color of water
For example: carrots, turmeric, coffee grounds, red cabbage, yellow onions

• clothespin or clip

• water

• light green leaf with a stem

• Vocabulary (five words)

• photosynthesis

• evaporate

• stem

• capillary action

• xylem vessel

• Higher Order Thinking (HOT) Questions (six questions)
Create questions that are based on all six levels of Bloom’s Taxonomy:

Remembering, Understanding, Applying, Analyzing, Evaluating, Creating

• Why are we coloring the water in the jar?

• Should water be moving upward against the forces of gravity?

• Why does a leaf need energy in the form of photosynthesis?

• We have capillaries in our bodies. Do you see a comparison to the leaf’s capillary
system?

• Do you think if the leaf was white it would turn red from the water? Why?

• How can we show the evidence of this experiment?

• Instructional Procedure

A. Introduction video: Structure and Function of Leaves

After viewing the video, the teacher will guide children in discussing concepts that were
described in the video pertaining to the vein structure in a leaf.

B. Related Activity: Set up the jars with water and dark red food coloring. Clip the leaves

with the stem in the red water. Over one week, observe and document the water moving
through the stem and into the base of the leaf. Discuss what they are observing with the
contents of the video.

C. Closing: Document this activity to share with families at home.

• Home-School Connection
The teacher will send home an information newsletter describing the investigation activity

their children will perform at school. Each family will be asked to help their child search for
leaves in their home community. Each child will select one leaf and bring into class on the
assigned day.