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Instructions

* Review Ashcraft’s

Best Practices

book, from chapters 5-8.

* Review the

Pennsylvania Learning Standards

* Review the


Florida Core Competencies


.

Are there any areas that you feel are not explicitly addressed? What would you add?

How might things like family education level, neighborhood, facility space, socio-economic status, mental health (of participants or family members in the home), and program funding resources be effected by or effect after school programming?

School-Age Lesson Plan Template
Activity Title
Description
Learning Goals
Materials
Space
Requirements
Safety
Considerations
Procedure
(describe what
to do)
Staff Needed
Duration
Ages/ Grade Span
Key Learning Areas
(PA Learning Standards)
SACERS
Extensions
Documentation
& Reflections
Template adapted from: The National Institute on Out-of-School Time. 2005. Links to Learning: A curriculum planning guide for afterschool programs. Nashville: TN: School-Age NOTES and YMCA of the USA. 2001. YMCA School-age care curriculum framework.
Champaign, IL: National Council of Young Men’s Christian Association of the United States of America.
LP-05 – School Age
10/08
Lesson Planning Template Instructions
This template is a sample to provide guidance to your activity planning for your school-age
program. This is only one format. You may decide on another format that better suits your
program needs. The following components are important components to consider in your
activity planning.
 Activity Title – How will you reference the activity?
 Description – A one to two sentence statement broadly describing the intent of the
activity.
 Learning Goals – What do you hope children/youth will gain from participating in the
activity?
 Materials – what materials or tools will be needed for children/youth to do the activity?
 Space Requirements – Will the activity occur indoors or out? What kind of table or floor
space will be needed to implement the activity?
 Safety Considerations – Are there any specific safety rules that children/youth need to
know? Is there any specific safety equipment that needs to be worn (e.g. safety
goggles).
 Procedure – Describe step by step instructions about what to do. How the activity will be
carried out. What role will the staff play? What will the children do?
 Staff Needed – How many staff will be needed for this activity? What will staff need to
know and be able to do? What is the ratio of staff to children for this activity?
 Duration – Over what timeframe will the activity occur?
 Age(s)/Grade Span – What age(s) or grade span will the activity target? This is important
to consider when thinking about skills required to do the activity, safety considerations,
etc.
 Key Learning Areas – Identify the Key Learning Areas from the appropriate Pennsylvania
Learning Standards for the age(s)/grade span targeted for the activity.
 SACERS – Quality standards are important in continuously improving our programs.
Identify the item or subscale from the School-Age Environment Rating Scale that this
activity addresses.
 Extensions – What else might you be able to do to deepen the experience of this
activity?
 Reflection & Documentation – What information will you gather to determine what
children/youth learned and felt about the activity? What will you do to record the
experience (e.g. process and products created by the children, etc.)?
Template adapted from: The National Institute on Out-of-School Time. 2005. Links to Learning: A curriculum planning guide for afterschool programs. Nashville: TN: School-Age NOTES and YMCA of the USA. 2001. YMCA School-age care curriculum framework.
Champaign, IL: National Council of Young Men’s Christian Association of the United States of America.
LP-05 – School Age
10/08
Key Learning Areas
Pennsylvania Learning Standards for 1st, 2nd, 3rd and 5th grade
Kindergarten
1st Grade
2nd Grade
PA Academic
Standards
rd
(3 and 5th Grade)
Approaches to
Learning
Approaches to
Learning
Approaches to
Learning
Arts & Humanities
Arts & Humanities
Arts & Humanities
Arts & Humanities
Reading, Writing
Speaking and Listening
Reading, Writing
Speaking and Listening
Reading, Writing
Speaking and
Listening
Reading, Writing
Speaking and
Listening
Mathematics
Mathematics
Mathematics
Mathematics
Personal Social
Personal Social
Personal Social
Health, Safety and
Physical Education
Health, Safety and
Physical Education
Health, Safety and
Physical Education
Family – School Community
Partnerships
Family – School Community
Partnerships
Family – School Community
Partnerships
Science:
Science:
Science:
Science:
Science and
Technology
• Environment and
Ecology
Social Studies:
• Civics and
Government
• Economics
• Geography
• History
Science and
Technology
• Environment and
Ecology
Social Studies:
• Civics and
Government
• Economics
• Geography
• History
Science and
Technology
• Environment
and Ecology
Social Studies:
• Civics and
Government
• Economics
• Geography
• History
Science and
Technology
• Environment
and Ecology
Social Studies:
• Civics and
Government
• Economics
• Geography
• History
Career Education and
Work
Family consumer
Science

LP-05 – School Age
10/08


Health, Safety and
Physical Education

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