Activity Plan


Activity Plan

Name:  Number of Students:
Subject/Area: Structure:
Grade Level/Age: Length of Lesson:

 

Activity Title: 

 

 

Identify Key Objectives:

 

 

Identify Materials Needed:

 

 

Vocabulary:

 

 

 

Identify Instructional Procedures:

 

  • Initiation

 

  • Lesson

 

  • Closure

 

 

Home-School Connection:

 

 

 

Reflection:

 

Sample Plan

Name:  Student Name                                 Number of Students: 12
Subject/Area: Science Structure: Whole Group
Grade Level/Age: Preschool, 4 years old Length of Lesson: 12 minutes

 Activity Title:  Pumpkin Exploration

 Identify Key Objectives:

  • The students will explore and contrast pumpkins.
  • The students will listen to a story and describe the stages of a pumpkin when prompted with questions.
  • The students will recite a poem and participate in creative movement.

 Identify Materials Needed:

  • Several pumpkins of various sizes
  • Large chart paper prepared for word web with the word “pumpkin” written in a circle in the middle.
  • Marker
  • Levenson, G. (2002). Pumpkin circle: The story of a garden. Berkely, CA:

Tricycle Press.

 

Vocabulary:

  • Pumpkin
  • Pumpkin patch
  • Seed
  • Pulp or membrane
  • Harvest

 

Identify Instructional Procedures:

 

  • Initiation
  1. Place several pumpkins in the center of the circle of children gathered in the meeting area of the room.
  2. Let children touch and feel the pumpkins.
  3. Ask children to describe the pumpkin. Prompt their responses by asking open ended questions such as:

How does it feel?

What do you notice about the pumpkin?

What do you think is inside?

  1. Record their findings by writing their words on a large piece of paper by creating a word web. The word “pumpkin” should be in the middle.

 

 

  • Lesson
  1. Show the children the book Pumpkin Circle: The Story of a Garden written by George Levenson and photographed by Shmuel Thaler. Explain that there is not an illustrator who makes the pictures; the pictures are taken with a camera by a photographer.
  2. Ask the children, “What do you think this book could be about?”
  3. Read the book.
  4. After reading the book, ask the children additional open-ended questions about pumpkins, such as:

What did you learn about pumpkins?

How do pumpkins grow?

What happens first? Second? Next?

What can we find inside of pumpkins?

  1. Add any new vocabulary or language to the word web.

 

  • Closure

Have the children stand and spread out. Using simple movements to coordinate with the poem, share “Five Little Pumpkins” with the students. Encourage them to participate. Suggested movements are provided in parentheses.

 

“Five Little Pumpkins”

Original Author Unknown

 

Five little pumpkins sitting on a gate. (Hold up five fingers.)

The first one said,(Hold up 1 finger.) “Oh, my, it’s getting late.” (Put hands on head as if to say “oh my.”)

The second one said, (Hold up 2 fingers.) “Look, there are bats in the air.” (Point to the sky.)

The third one said,(Hold up 3 fingers.) “Well, I really don’t care!” (Push hands away as if to say “I don’t care.)

The fourth one said, (Hold up 4 fingers.) “I think we’d better run, run, run.” (Run in place.)

The fifth one said, (Hold up five fingers.) “I’m ready to have some fun.” (Throw hands up in air.)

Whoo-ooo! went the wind, (Make a wind motion with hands and arms.)

And out went the light. (Clap on “out.”)

And the five little pumpkins rolled out of sight. (Roll hands around each other.)

 

Home-School Connection:

The children will engage in a scavenger hunt with their family members to find foods with seeds.  With their families, children can take photos, create a collage or a drawing.  Families will help children write a few sentences about their findings and send in their written experiences.  The families’ stories will be read to the class by the children with their family members and/or teachers. Children, parents and teachers will work together to create a class book titled “Pumpkin Exploration” using the children’s creations, stories and class experiences.

 

Reflection:

 

Guideline 1- Creating a caring community of learners

During the initial phase of this lesson the children are encouraged to explore pumpkins and share their findings. Each member of the class “respect(s) and is accountable to the others to behave in a way that is conducive to the learning and well-being of all” (Copple and Bredekamp, 2009). As teacher, I will be responsible to create an environment which promotes self-regulation and the development of responsibility. Setting clear behavioral expectations and applying them consistently is one means I can employ. In addition, I can model respect and acceptance of others by listening to and acknowledging the students’ individual contributions. Documenting the words of each student on the web, is one way to do this. Every child’s input will be accepted and represented, both orally and in written form.

 

Guideline 2 – Teaching to enhance development and learning

Section D states that “teachers plan for learning experiences …so that children attain key goals across the domains (physical, social, emotional, cognitive) and across the disciplines…” (Copple and Bredekamp, 2009). This lesson incorporates both a variety of the domains and disciplines. The students will be participating in a creative movement activity, as well as, practicing social skills (such as, taking turns and actively listening) and learning about the growth cycle of the pumpkin. These experiences include the disciplines of literacy, science, mathematics and creative arts.

 

According to the text there are several strategies that can be utilized to effectively promote children’s learning and development; several of those strategies are represented in this activity. This plan allows the educator to: acknowledge (word web,) model (appropriate behavior/respect,) provide information (through the reading of the book,) and stimulate children’s thinking through the use of open-ended questions. These are several of the skills mentioned in Section F (Copple and Bredekamp, 2009).

 

 

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