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ECE 303


Activity Plan I
Activity Plan II
Daily Educational Schedule
Monthly Evaluation
Child Observation Form


January 3
, 2014

Type of Activity: Physical Education and Language Activity (Large Group-Integrated)
Age Group: 60 months
Motor Geliim
Kazanm 2: Denge hareketleri yapar.
Gstergeleri: Durma ile ilgili denge hareketleri yapar.
Tek ayak zerinde durur.
Dil Geliim
Kazanm 8: Dinledikleri/ izlediklerini eitli yollarla ifade eder.
Gstergeleri: Dinledikleri/ izlediklerini resim yoluyla sergiler.
A picture of sculpture and a colored tape
Zt: Hareketli - Hareketsiz
Learning Process:
Teacher pastes a picture of sculpture and in order to attract attention of the children, she asks
questions such as: Have you ever seen a sculpture before? Which materials are used for
making a sculpture? Do you think this sculpture is mobile or immobile? After children reply
these questions, children pass the physical activity. Teacher draws a line to the floor with the
colored tape. Before starting to the activity, teacher says that: When I close the song, you will
become a sculpture and stand without moving. When I open the song, you will dance however
you want. Teacher opens a song from smart board, and children start to dance however they
want. When teacher stops the song, they run towards to the colored tape and they stop in front
of the colored tape without moving. They wait for about 10 seconds without moving. Then,
teacher opens a song again, and children start to dance. However, this time, when the song
stops, they run towards to the colored tape and they stand in balance with their one foot for 7-8
seconds. That balance process continues according to childrens interests. Afterwards, children
pass the language activity and teacher wants children to display what they see during the
activity by drawing picture. After children complete drawing picture, at the end of the activity,
teacher makes children to speak about their pictures.
-Descriptive Question: Which materials are used for making a sculpture? Are the sculptures
mobile or immobile? Which balance movements did we make in our activity?
-Affective Question: How did you feel when you became a sculpture? Did you have difficulty
in standing without moving or standing in balance with your one foot?
-Questions Depend on Objectives: How did you display what you had seen? Why is standing
in balance important?
-Questions Related to Real Life: Have you ever seen any other sculptures in your
environment? In which situations can you stand in balance?

Parent Involvement
Parents are informed about this activity with a letter. Teacher wants parents to make a die with
a cardboard. The surfaces of the die include colors that childs two favorite colors. They throw
dice and the parent whistles. When one color comes, children will run with the whistle and
stand in balance without moving with the other whistle. When another color comes, children
stand in balance with her or him one foot until another whistle comes. As feedback, parents
take video of this activity with their phones and they send these videos to the classroom teacher
via mail. (Because classroom teacher sends every activitys photos to the parents through the
Internet, parents do not have difficulty in sending these videos to the classroom teacher, too)
Adaptation Activity
For children who have hearing disabilities;
Teacher uses song for this activity. Rather than using song, teacher can use a visual material
such as colorful flags in order to direct activity. In this way, children do not dance however
they want; rather, they dance according to movements of flag directed by teacher.
Type of Activity: Integrated Activity and Large Group Activity Science and Math Activity
Age Group: 60 months
Bilisel Geliim
Kazanm 18: Zamanla ilgili kavramlar aklar.
Gstergeleri: Zaman ile ilgili kavramlar anlamna uygun ekilde aklar.
Kazanm 6: Nesne ya da varlklar zelliklerine gore gruplar.
Gstergeleri: Nesne veya varlklar kullanm amalarna gre gruplar.
Candle, ball, lighter, pictures of sun, moon and different pictures of things that are done in the
day and night such as bed, stars, school, garden, breakfast, dinner, etc.
Sun, Earth, moon
Zt: Aydnlk- Karanlk
Zaman: Gece- Gndz
Learning Process:
Teacher talks and asks questions to children about night and day: What do you see in the sky
while you are going to your home after school? After children reply, teacher asks another
question: Well, which part of the day are these things seen? Then, teacher asks again: When
you go to your bed, what do you see in the sky? So, which part of the day are these things
seen? Thus, teacher attracts attention of the children to the day and night with these questions
by providing them to think about this issue. Then, teacher says children that they will play a
game. In this play, when children put their heads to the table, the night occurs and the
environment becomes dark. When children remove their heads from the table, the day occurs
and the environment becomes bright. This process continues according to childrens interest
with the guidance of the teacher. With this transition game, teacher attracts attention of the
children o the concepts of dark and bright. Then, teacher says children that they will do the
science activity and they will see how the day and night occurs. Firstly, the curtains are closed
and a dark environment is provided. The candle is burned and the ball is brought closer to the
candle. Teacher says that: Think this ball as Earth and think this candle as sun. Do you think is
the part where sun lightens the Earth dark or bright? Then, teacher provides children to focus
that the dark part of the Earth is night and the bright part of the Earth is day. Then, they
altogether discuss the things that we can see in the sky in the day and night. Afterwards,
children, pass the math activity. Teacher pastes the picture of sun and moon to the smart board.
She distributes the pictures of things that done in the day and night to the floor in a closed form.
Then, song is opened and they dance. When the song stops, they take a picture from ground and
they make groups these pictures according to their features. This process continues several
times according to childrens interests.
-Descriptive Question: What do we see in the sky at night and day? What happened in our
science activity? How did we group the objects on the floor?
-Affective Question: How did you feel while you were making the science activity? Did this
day and night activity make you excited?
-Questions Depend on Objectives: Which features of objects on the floor did we make them
group? What do we do at nights and in the days?
-Questions Related to Real Life: Which animals can be seen in the environment in the day
and at nights?
Parent Involvement
Parents are informed about the activity with a letter and teacher arranges a date with suitable
parents. They go to MTA Tabiat Tarihi Mzesi in order to experience and examine the
concept of day and night. After they come to school, teacher wants children to draw picture of
what they have seen there as feedback. Then, children share their pictures with their friends and
they altogether discuss the day and night.
For children who have orthopedic disabilities;
In the activity of grouping, rather than opening music and dancing, teacher prepares a board for
this activity. Then, she distributes the pictures of objects in a way that pictures cannot seen by
the children. After teacher gives every a child a picture, they turn the pictures and they see on
them pictures. Then, teacher goes to every child one by one and she wants them to paste that
picture to the board according to the feature of picture.

Date : December 31
, 2013
Age Group (Month): 60 months
Time to Start the Day: In this part of the day, teacher talks about the activities that will be
made that day and gives information about learning centers which children decide what they
will play. At the end of this process, children start the free play in the learning centers.
However, the school curriculum that I practice my school experience does not include this part.
Teacher does not talk about the activities or learning centers.
Play Time 08:30 09:00: In this part, children play in learning centers. After children came
to school, they immediately played with their friends or individually in the classroom. Or, some
children drew pictures in this part.
Breakfast and Cleaning - 09:00 09:30
Activity Time
Mathematics 10:00 - 10:40: In this part of the day, classroom teacher distributed a worksheet
related to the Christmas and children paint these worksheets.
Mother Tongue Activities 10:40 11:20: In this part of the day, children played with Lego.
Physical Education 11:20 12:00: Teacher left children freely and they listened songs.
Physical Education 12:00 12.40: Teacher left children freely and they played at the dramatic
play center.
Lunch and Cleaning 12:40 13:10
Rest Time 13:10 -13:20
In this part, children pass the time with activities which is preferred by children according to
their age groups and their needs. After children came from the lunch, they rested by drawing
and playing with Lego rather than passing the activity directly.
Activity Time
English 13:20 14:40: In this part of the day, teacher and children prepared Christmas gifts
for parents.
Reasoning Skills 14:40 15:20: In this part of the day, by using their course book, children
created logic cubes, chains and beads according the instructions on the book.
Play Time
In this part, children play in the learning centers. However, this schools curriculum does not
include this part.
Breakfast and Cleaning 15:20 15:40
Time of the Assessment of the Day 15:40 16:00
This is an important objective because children plan their days and they learn to evaluate what
they have done with respect to this part. At the end of the day, children talk to evaluate the day.
Through the open-ended questions, teacher evaluates the day with children by questioning in
which learning centers they played, which activities they made with which materials. However,
although this part took place in the schools curriculum, teacher did not apply this part. She did
not talk about these issues with children. Children only watched a cartoon in this part of the
Going Home 16:00 16:10
Teacher prepared the children for leaving.
In terms of classroom teachers assessment, in this week, classroom teacher did not want to
make any activity because there were few children in the classroom due to Christmas. She left
children freely. Teacher went out the classroom and she made her own works.
In terms of childrens assessment, this week, children did not experience any activity because
there were few children in the classroom. They felt very happy in this week because they
played however they wanted and they played toys they wanted.
I did not apply my activities because classroom teacher did not want to apply any activity
because there few children in the classroom. Because classroom teacher was not in the
classroom ad she did not want to make any activity, we played Lego, socio dramatic play and
we listened songs altogether in the classroom.
In terms of childrens evaluation, because this group of children is a crowded group, there are
lots of noises in the classroom, especially in the teachers lessons. This may sometimes cause
that children cannot get the objectives through the activities. Also, there are 4 terrible maker
children in the classroom and they disrupt other children; however, classroom teacher manage
the class effectively most of the time. Additionally, children participate in the activities.
Because my activities are integrated, I easily attract their attention. Another point is that some
of the children have been in this school for 2 years and they are advanced in the activities, they
are familiar with the activities. This situation may cause that the rest of the children feel
themselves insufficient.
In terms of the classroom teachers evaluation, classroom teacher gives so much direct instructions to
the children during the activities because she has to apply the activities that are prepared by the head
office and this makes the activities boring for children. Moreover, because classroom teachers activities
are not integrated and are included worksheets, these activities cannot attract attention of the children.
Beyond these, classroom teacher can change the activities according to the childrens interests and
needs. Furthermore, there are not transitions between the activities and children only work on the
worksheets. For transitions, teacher can use songs and games.
In terms of the curriculums evaluation, this schools curriculum is prepared by the head office and the
classroom teacher does not change the curriculum according to childrens interests. The objectives are
gained by the most of the children; however, because some childrens level is lower, they have difficulty
in making some activities. In my opinion, the distribution of the activities within the day is not so much
logical, because other teachers lessons starts as soon as the other one finishes. Some time for playing or
for resting is essential for these children.
In terms of my evaluation, at the beginning of the semester, I had some difficulty in managing the
classroom because they are a crowded group. However, then, as I observe classroom teachers
techniques in order to manage the classroom and I apply these techniques, I can manage the classroom,
also. Moreover, because I apply integrated activities and I use visual materials and music in my
activities, I can attract attention of the children easily. Even the most terrible maker child participates in
my activities, too.