Activity Plan

Preliminary Information:

Name of Student Educator: Gabriela Morillo

Curriculum Area: Blocks Developmental Domain: Cognitive

Descriptive Title of Activity:

Indoor: __X____ Outdoor: _________

Age of Children: _2 - 3 years______

Date of Implementation: October 28th, 2016

Resources Used to Prepare Plan (in APA format):

Bertrand, J. (2007). Early learning for every child today a framework for Ontarios early childhood

settings. Toronto, Ont.: [Ministry of children and Youth services].

Childrens Resource or Storybook (in APA format, to be used as part of activity-

before/after/extend/enhance learning):

Part I Planning

Rational for the activity (sentence form): the children are enjoying the Halloween theme, they like
to listen to the stories and do activities related to it.

Social: 1.1. Exchanging ideas, materials and point of view with others.
Cognitive: 1.6 listening, thinking and responding appropriately as others speak during group time.

Physical: 5.3 taking blocks

Learning Materials needed:

Blocks of different sizes
Design of a haunted house
Pictures (ghost, witch, pumpkin, bat, skeleton, spider, haunted house, cat)
Boxes
Paint
Brushes
Markers
Paper of different colours.

Description of Set-Up:
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The pictures and materials will be placed around the block area to provoke the children.

Guidelines to Foster Self-Regulation:

Listen to others
Wait for your turn
Keep the blocks on the floor.
Share the materials

Health or Safety Considerations:

Make sure the size of the materials are age appropriated.
Make sure there are not cutting edges.

Part II Implementation

Invitation (aimed at getting childrens attention and interest):

The practitioner will invite the children to the block area, and ask their help to build a haunted
house Halloween is soon, lets build a haunted house together!

Teaching Steps (detailed and clear):

1. The practitioner will introduce the materials to the children and allow them to explore and put it
together as they wish.
2. While the children build the house, ask open ended questions to scaffold their knowledge
about haunted houses. what is a haunted house? have you ever been in a haunted house?
who lives in there? what do people do in a haunted house?
3.

Closure:
Our haunted house is ready for Halloween!

Transition:
if you are all done building the house, you can go to the next activity

Ways in which the following are incorporated into this activity:

i) Creativity:
(Explain in sentence form how activity promotes creativity)
The activity allows the children to create new things using their imagination and the proms
provided.

ii) Inclusiveness:
(Explain in sentence form how activity fosters inclusiveness)
This activity foster inclusiveness by including different characters that children have already
seen.

Part III Reflective Practice

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The Learning Story:

Dying flowers

To start with the activity, the practitioner invited the children (4) to the table and discuss
about the materials. I asked them what colour is my flower? T and H said white. I
invited them to use the droppers, get some food coloring and color the flowers now you
can use the droppers, get some colour and put it in your flower. T was the first one to
start colouring the flower, he chose yellow, he said my favorite color. Once he applied
the color I asked him What do you think will happen if you add blue? he got the blue
colour and said it will change to green, look! besides that, he poured some colour on
his white sheet of paper to observe the changes too. Moreover, H found out that red and
yellow makes orange is orange, is orange now and she continued to add more dye. A
decided to paint her whole flower red and dumped inside the food colouring.

* Social: 1.6 Children exchanged materials and ideas during the activity.

* Language: 3.6 Children understood and followed oral directions.

* Cognition: 4.3 Children coloured 3D flowers.

4.5 Children focused their attention while observing the flower changing
colors

* Physical: 5.3 Children used droppers to dye the flowers.

Analysis of Learning:
(What did the child (ren) do and understand during this experience?)

During the activity the children expanded their knowledge about primary colours and secondary
colours.

Extension of Learning:
(What opportunities will the student educator provide to extend on this experience?)

To extend this activity, the teacher can use real flowers and see how they change or absorb the color.

C Self-Reflection of Student Educators Learning / Performance

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**Must be completed before the cooperating teachers evaluation

Strengths:
(how did the student impact the success of the activity minimum of 2)
The children were interested in the activity the whole time
The children were excited observing how the flower change colour with every drop they put on.

Recommendations:
(what can the student do differently to change, improve, enhance the experience
minimum of 2)
Use real flowers to see how it changes colour.
Make bigger flowers so the children can dye it more.

_________________________________________________________________________

D - Cooperating Teachers Evaluation: (Please include signature and date)

**To be completed after the student has self-reflected.