Activity Plan



Preschool Activity Plan #1Use this form to complete each of the plans for preschool and school-age children. The boxes will expand to fit your responses. Student Name: Vanessa RichmondActivity TitleResturant ThemeMaterials for the ActivityTraysSignNapkinsTablewareOrder padsPencilsApronsMenusChef hatsTable clothFoodCash register/moneyRecipe CardsWhat preparation or clean up is needed, and who will do it and when?SignCash registerMenusTraysMake recipe cardsMore foodEach child would already have a job, since they are going to be in character. There will be a cook, a bus boy/girl, guest and a waitress. They each will know and understand what they need to do clean up.Location & timing of activity: Where and when? - outside, art area, group area, block center, etc.Dramatic Play AreaDuring Center timeGoals and Objectives(How do they fit the interests and skills of children you observed?)Social Emotional Development children how to adjust to new situationsdemonstrate appropriate trust for adultsfollow classroom rulesrespect and care for classroom environment and materialsplay well with othersShare and respects the rights of othersUses thinking skills to resolve conflictPhysical DevelopmentClimbs up and downUses tools for writing and drawingCoordinates hand eye movementControls small muscles in handCognitive DevelopmentObserve objects and events with curiosityApproaches problems flexiblyExplores cause and effectApplies knowledge or experience to a new contextClassifies objectsUses numbers and countingUses one-to-one correspondenceTakes on pretend roles and situationsMakes believe with objectsMakes and interprets representationLanguage DevelopmentHears and discriminates the sound of languageExpresses self-using words and expanded sentencesUnderstands and follows oral directionAnswers questionsAsks questionsActively participates in conversationsDemonstrates knowledge of the alphabetIntroduction of Activity:How are you going to capture the children’s attention? Props, song, finger play, special box or bag? Books on restaurants, Finger Play to introduce characters and appropriate behaviors, Show them all the different costumes.Set up the play area prior to the children coming to daycarePut a sign up with the name of the restaurant Introduce books to the children about restaurantsPut on a play for children to introduce them to the different characters/people involved and what the appropriate behavior is in a restaurant.I would then ask the children about their experiences going to restaurants with their families.I would then be introducing the costumes to childrenI would then give each child 2 options of what they would like to be Finally, I would let the children play as I observe them.Procedures for Conducting the Activity(This should read like a recipe. Include what you will do and say – not just directions for the activity, but how you will support learning and discovery. )Set up the play area prior to the children coming to daycarePut a sign up with the name of the restaurant Introduce books to the children about restaurantsPut on a play for children to introduce them to the different characters/people involved and what the appropriate behavior is in a restaurant.I would then ask the children about their experiences going to restaurants with their families.I would then be introducing the costumes to childrenI would then give each child 2 options of what they would like to be Finally, I would let the children play as I observe them.Safety or Guidance Needs (All children need guidance – what difficulties or issues may arise and how might you deal with them? What might you do to keep the activity safe? Think about the materials you are working with.) I will be guiding the children and showing them how to be a good guest at a restaurant. I will also be helping and guiding the children while they are pretending to be the cook, I will show them how to make pretend meals. I will show them how to ask the guest what they would like to eat. I will be giving the children recipe cards with pictures and names on them so they are able to make the meals the guest is asking for. Then after they play in this area I would like to take them into the real kitchen and allow them to help me make a meal for them, with a real recipe card and real dishes. I would give the children a menu and ask them what they would like and I would then allow them to interact like a real chef and guest at a restaurant.Adaptation for any Developmental Differences/ Special Needs There are many types of disabilities and I want each and every child to feel welcome and be able to participate so one thing I would change in the environment is by limiting the amount of items given to the children, I would also be giving the children two choices of what or whom they would like to be instead of 3+, this way the children would not feel so overwhelmed and be able to easily participate in the activity. For children that cannot read I would include pictures on the menus so they are able to place an order as well. For a child that has trouble writing I would include bigger/ easier to hold crayons or writing materials for them to use. By doing this I am giving each child the same opportunities. I would also be labeling everything for the children with words as well as pictures. This way the children know where things go and what things are. This is also teaching the children language skills/reading skills.Conclusion: How will you end the activity & reinforce the learning?I would let the kids know about 10 minutes before hand that we would be switching activities. I would then have the children each clean up their area and we would meet in the book area. Transition to next activity:What will you do to help children move into another activity:I would ask each child what they learned from the activity and introduce them to the new activity.Ways this activity addresses diversity.This is a great way to introduce children to the different types of resturants, and foods from other cultures. This also gives children a chance to explore what goes on in a restaurant and who everyone and everything is.How does this activity align with Wis. Model Early Learning Standards?(what domains and performance standards are addressed?)Domain: Health and Physical DevelopmentSub-Domain: A, B, CPerformance Standard: A.EL.2, B.EL.1a, B.EL.1B, B.EL.2B, C.EL.1Domain: Social and Emotional DevelopmentSub-Domain: A, CPerformance Standard: A.EL.1, A.EL.2, C.EL.1, C.EL.2, C.EL.3, Domain: Language Development and CommunicationSub-Domain: A, BPerformance Standard: A.EL.1, A.EL.2, A.EL.3, B.EL.1, B.EL.2B, B.EL. 2CDomain: Approaches to LearningSub-Domain: A, B, CPerformance Standard: A.EL.1, A.EL.2, A.EL.3, B.EL.1, B.EL.2, C.EL.1, C.EL.3Domain: Cognition and General KnowledgeSub-Domain: APerformance Standard: A.EL.1Preschool Activity Plan #2Use this form to complete each of the plans for preschool and school-age children. The boxes will expand to fit your responses. Student Name: Vanessa RichmondActivity TitleStepping StonesMaterials for the ActivityMini Paper PlatesDifferent sensory materials (pom poms, yarn, shredded paper, tissues paper, beans, sand, etc.)GluescissorsWhat preparation or clean up is needed, and who will do it and when?The children and the teachers will clean up the area when they are done making the sensory stones.Location & timing of activity: Where and when? - outside, art area, group area, block center, etc.Art areaGoals and Objectives(How do they fit the interests and skills of children you observed?)Social Emotional Development children how to adjust to new situationsdemonstrate appropriate trust for adultsfollow classroom rulesrespect and care for classroom environment and materialsplay well with othersShare and respects the rights of othersPhysical DevelopmentCoordinates hand eye movementControls small muscles in handCognitive DevelopmentObserve objects and events with curiosityApproaches problems flexiblyExplores cause and effectApplies knowledge or experience to a new contextClassifies objectsMakes and interprets representationLanguage DevelopmentHears and discriminates the sound of languageExpresses self-using words and expanded sentencesUnderstands and follows oral directionAnswers questionsAsks questionsActively participates in conversationsIntroduction of Activity:How are you going to capture the children’s attention? Props, song, finger play, special box or bag? I would explain to the children that we would be doing a sensory art project. I would show them pictures of what we would be doing and ask them questions about the pictures. I would see if they knew what we were going to be doing or if they had done it before.Procedures for Conducting the Activity(This should read like a recipe. Include what you will do and say – not just directions for the activity, but how you will support learning and discovery. )I would have the children sit at the tableI would them explain that we would be doing a sensory projectLet the children know that they are going to be feeling a bunch of different types of thingsI would ask the children what they think we will be working withI would then give each child a paper plate, glue and some itemsThe children will start to glue the items onto the paper plateThe children will be asked open ended questions on what they feel and what the items feel like.Safety or Guidance Needs (All children need guidance – what difficulties or issues may arise and how might you deal with them? What might you do to keep the activity safe? Think about the materials you are working with.) Some of the concerns would be if any of the children have an allergy to anything this would have to be addressed so that the sensory items were not involved. The other thing would be the scissors and making sure to provide them with child scissors.Adaptation for any Developmental Differences/ Special Needs This activity would be easy to do for any child, some of the adaptations that could be made would be to help the children and guide them on how to glue and cut the items. Conclusion: How will you end the activity & reinforce the learning?After the sensory stones are made we would lay them out in a row and the children would take turns jumping from stone to stone and experiencing the different types of feels. I would have the explain what they are feeling and if they did or did not like it and why.Transition to next activity:What will you do to help children move into another activity:Once we are done with the sensory stones I would have the children pick up the stones and place them on the counter. I would then ask them to go grab a book and have a seat on the carpet. At this point I would let them know what activity would be next.Ways this activity addresses diversity.I feel the activity is a great way to help children understand differences because there are differnet feelings. Once the activity is done we could talk about how the stones were different and so are people. We could read books about differences and ask the children questions.How does this activity align with Wis. Model Early Learning Standards?(what domains and performance standards are addressed?)Domain: Health and Physical DevelopmentSub-Domain: A, B, CPerformance Standard: A.EL.2, B.EL.2, C.EL.1Domain: Social and Emotional DevelopmentSub-Domain: A, CPerformance Standard: A.EL.1, A.EL.2, C.EL.1, C.EL.2, C.EL.3, Domain: Language Development and CommunicationSub-Domain: A, BPerformance Standard: A.EL.1, A.EL.2, A.EL.3, B.EL.1, B.EL.2BDomain: Approaches to LearningSub-Domain: A, B, CPerformance Standard: A.EL.1, A.EL.2, A.EL.3, B.EL.1, B.EL.2, C.EL.1, C.EL.3Domain: Cognition and General KnowledgeSub-Domain: APerformance Standard: A.EL.1Scoring GuidePreschool Activity Plan Scoring CriteriaStudentRatingInstructorRatingInfant Activity Plan #1Activity title and materials are included Yes 1 No 0Preparation & clean up is includedYes 1 No 0Location and timing of activity are included and appropriateYes 1 No 0Appropriate explanation is included of how the activity addresses the interests evident in the observations of childrenYes 2 1 No 0Goals & objectives of activity are included & based on observationsYes 2 1 No 0Activity is developmentally appropriate and based on observed interests of childrenYes 2 1 No 0Appropriate introduction of activity is includedYes 2 1 No 0Appropriate and clear procedures for activity are included, and identify teacher comments, prompts and explanationsYes 2 1 No 0Teacher strategies described in procedure include appropriate balance between adult supported and child-directed learning and support identified goalsYes 2 1 No 0Considerations for safety and guidance are includedYes 2 1 No 0Appropriate adaptations for special needs are includedYes 2 1 No 0Explanation of how activity addresses diversity is includedYes 2 1 No 0Activity is aligned with WMELSYes 2 1 No 0Activity title and materials are included Yes 1 No 0Preparation & clean up is includedYes 1 No 0Location and timing of activity are included and appropriateYes 1 No 0Appropriate explanation is included of how the activity addresses the interests evident in the observations of childrenYes 2 1 No 0Goals & objectives of activity are included & based on observationsYes 2 1 No 0Activity is developmentally appropriate and based on observed interests of childrenYes 2 1 No 0Appropriate introduction of activity is includedYes 2 1 No 0Appropriate and clear procedures for activity are included, and identify teacher comments, prompts and explanationsYes 2 1 No 0Teacher strategies described in procedure include appropriate balance between adult supported and child-directed learning and support identified goalsYes 2 1 No 0Considerations for safety and guidance are includedYes 2 1 No 0Appropriate adaptations for special needs are includedYes 2 1 No 0Explanation of how activity addresses diversity is includedYes 2 1 No 0Activity is aligned with WMELSYes 2 1 No 0Self assessment is completed and included with the assignmentYes 2 1 No 0Both Preschool Activity Plans evidence proper spelling, grammar and punctuationYes 2 1 No 0Assignment is submitted on time1 Week loss of 25 % -12.5 points2 Weeks loss of 50% -25 points3 Weeks loss of 75% -37.5 points4 Weeks loss of 100% -50 pointsYes - 0No -Total points 50 ................
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