Directions: Use the outline below to type your activity plans

ACTIVITY PLAN OUTLINE

Planning the Activity
Title of activity: Getting To Know the Farm Domain(s): Physcial, movement also emotional. Teachers goal: Children will tune their fine motor skills, by learning about the farm. Childrens Objective: To have a fun lesson, while learning about the farm. Age of Children: Three-Five Location of activity
Dramatic Play area
(Large group, small group, circle time, classroom centers, outside, free choice/ self directed):

Source(s)
(Documented source could include books or websites): Personal Materials, from own teaching

supplies.

Preparing the Activity

Area or Space Needed: The entire area of dramatic play Set up/Take Down Time Needed: No more than ten minutes. Materials Needed: ards with pictures of sheep,pigs, horses, donkeys,ducks, and geese. These are to be used with children who are not strong readers.

Implementing the Activity

Setting the Stage
(Introduction or motivation to listen): See large group activity.

Directions (Specific step by step plan to implement activity):

Gather the children to the dramatic play area, once they are seated quiet them down and start mooing. the children will be perplexed by the noise being made by teacher, and more than likely will try to hide their giggles. Once the children have gotten some giggles out, ask them what kind of a farm animal makes that noise. The answers should all match; cow. Go to each child and hand them a card( if they're unable to read very well), or whisper in their ear what animal they are. For example, one child should be a cow, and another should be a sheep, or a dog. Be sure that there are two of each animal. Once each child knows what animal they are, explain that they need to make the noise of that animal until they find another animal making that same noise. This will not only be physical, but a fun way for the children to get to know each other. Once each child is matched up, pull them back into the circle, and to close the activity, moo again.

Show and Explore

(Two open ended questions that promote further learning):

What other animals are there on a farm? What would happen if a sheep barked ?

Checking for Understanding

(Ties back to the objective, assess or document if children accomplished the objective):

Observe if the children were able to easily identify the other animals that sounded just like them. Also check to see if they may have switched what their animal sounded like to one they may have seen at the zoo.

g the Activity (Statement or procedure that transitions children to the next activity):

Transition

ctivity, the teacher, the children leave the circle, 'baa', andas setting, materials, go to the nextusing the self evaluation form. As child participation, and other aspects such 'moo', to let them outcomes etc? center.

Evaluating the Activity

(Evaluate the activity, the teacher, child participation, and other aspects such as setting, materials, outcomes etcusing the self evaluation form)

SELF-EVALUATION OF AN ACTIVITY

Activity : Goal/Objective: I. THE ACTIVITY: SELECTION AND DEVELOPMENT

a. Explain how the activity is developmentally appropriate. b. Did the activity include opportunities for the children to demonstrate their knowledge? Explain. c. What could you do to adapt the activity for a special needs child? Be specific.

II. THE CHILDREN: RESPONSES

a. Describe how the goal/objective of this activity was met. b. Were there behavior problems? If so, do you have any insight as to what caused the problems? Was there anything you could have done to prevent the problems?

III. THE TEACHER: STRATEGIES

a. Were you well-organized? Why or why not? b. Were you satisfied with the effectiveness of your teaching strategies in reaching the learning goal/objective? Why or why not? c. How did you capture the childrens attention? d. How did you effectively guide or manage the group? e. How did you involve the children in the closure of the activity? f. What strategies would you change if you were to repeat this activity?