CURRICULUM MODEL/APPROACH: __________________________

SHERIDAN PLANNING FORM

NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Bianca Schiavone

ACTIVITY

Movement Dice
18 mos

NUMBER OF CHILDREN

ORIGINATING IDEA
BASED ON OBSERVATION:

6-8

AGE RANGE OF CHILDREN

2.5 yrs

I observed the children enjoying music and movement/ call and

action type activities, such as head and shoulders, Simon says etc.

HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)
(REFERENCES INCLUDED)

WHERE WILL THE

ACTIVITY TAKE PLACE
MATERIALS: (Be Specific)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE
ELECT

INDICATOR (KDI)

1. Social
1.3 Parallel Play: playing in
proximity of peers with similar
playthings

C. Physical Dev. & Health

5. Physical

16. Gross motor skills

5.1 Gross Motor: balance

18. Body awareness
WHEN IN THE DAILY Outdoor time
ROUTINE/SCHEDUL

(9:30-10:30am or

In the gym area

E WILL THIS OCCUR 3-4pm)
- Large open space
- Movement dice x 4 (home made, 6 sided dice made from
card board)

CURRICULUM MODEL/APPROACH: __________________________

BEGINNING
I will walk with the children to the gym, once there I will introduce the activity to them. I noticed
you like to move around and have lots and lots of energy, so I wanted to make a new toy! This is a
dice; it has 4 sides, count with me. 1,2,3,4,5,6. Each side has something different. When we toss the
dice in the air, it will land on the ground. Whatever is facing up, we have to copy! I will show them
the dice, slowly turning the dice so they can see each side and each position. I will introduce the
names of the movements too. I will then explain, We will each take a turn throwing the dice and
seeing where it lands. When it lands lets all take a look and try to copy what we see! I will start. I
will gently toss the dice, when it lands Ill encourage the children to come and take a look. We will
all do the movement together.
MIDDLE
2 dice will be animal movements, and 2 will be basic movements. We will do the activity with the
basic movements first. If they really enjoy it and get the hang of it, I will introduce the animal
movement dice. I have 2 of each so we can have them sharing or using their own.
I will use this time to interact and do the moves with the kids. Ill make comments on the childrens
skills. I will make comments to help introduce the new vocabulary. Most importantly with them I
will be describing what they are doing, helping them with body control and body awareness etc.
EX. I see __ is using her hands for balance, I noticed __ is standing on one foot, this movement is
fast, this movement is slow, we must be very still for this, I see __ really knows this movement lets
follow their lead, look at __ move his legs/arms etc.
Based on the childrens engagement we can either make up our own movements together, or do
more simple movements, I can lead the activity like simon says or allow them to take more control
will I facilitate.
END/TRANSITION
I will give a time warning or amount warning, about 5 more minutes or only a few more movements
before we have to go back to class. If the children really enjoy it I can let them know we can do it
again another day or I can leave the dice with them in the class to use during free play.

Movements: hop, balance on one leg, tip toe, walk backwards, kick, swing arms
Animal Movements: waddle like a penguin, crawl like a crab, slither like a snake, swing like a
monkey, stomp like an elephant, flap like a bird

CURRICULUM MODEL/APPROACH: __________________________

REVIEW BY STUDENT
WHAT OBSERVATIONS DID YOU MAKE ABOUT?
CHILDRENS BEHAVIOURS

CHILDRENS SKILLS

CHILDRENS INTERESTS

CHILDRENS IDEAS

SELF REFLECTION
WHAT DO YOU FEEL GOOD
ABOUT?

WHAT DID YOU STRUGGLE

WITH?

HOW WERE YOUR

STRATEGIES EFFECTIVE?
(WHAT WORKED?)
HOW COULD YOUR
STRATEGIES BE MORE
EFFECTIVE? (WHAT
COULD HAVE WORKED
BETTER?)
HOW CAN I TAKE THIS
EXPERIENCE TO ANOTHER
LEVEL?

CURRICULUM MODEL/APPROACH: __________________________

OBSERVATIONS BY SUPERVISING TEACHER
Supervisin
g Teacher
INITIALS

The planning sheet was submitted in accordance with the agency

expectations
The experience was well prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean-up.
Both student educator and children were involved in transition.
Comments of Supervising Teacher:

Signature of Supervising Teacher:

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