WITC Activity Plan

Your Name: Juanita Dietmeier

Learning Experience Title: Tractor Process Art Painting Ages of Children: 2-4
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 4
Skills (what children will do): Mix the mud paint, touch the paint to see what it feels like, create tracks on paper with
tractors and paint, compare the different tractors and tracks.
Concepts (what children will learn/know):
The mud paint feels squishy and cold. The tractor, after dipped into the paint,rolls on the paper and makes marks.
They will learn tractors and tractor tires come in different sizes, big, little, fat, skinny. The mud gets thinner when
water is added to it. They will learn to take turns.

This learning experience has been planned to feature the following WMELS performance standards:
I B.EL.2 Exhibits hand eye coordination, strength, control, and object manipulation.
I C.EL.1 Uses senses to take in, experience, integrate, and regulate respinses to the environmrnt.
II C.EL. 2 Engages in social interaction and plays with others.
III A.EL. 1 Derives meaning through listening to communications of others and sounds in the environment.
IV A. EL. 1 Displays curiosity, risk taking, and willingness to engage in new experiences.
IV A.EL.2 Expresses self creatively through music, movement and art.
V A.EL.1 Uses multi-sensory abilities to process information.
V B.EL. 4 Uses the attributes of objects for comparison and patterning.

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?
There are several children in the classroom that enjoy tractors and cars. I think they would like to see what kind of
prints tractors make in the mud. I think they will enjoy making the mud and feeling it.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
I will do this project during free play on the picnic table when we are outside.
I will need a bowl, mud, dish soap, water and a spoon to make the mud paint. A roll of white paper, tape, and
tractors for the painting. A bowl of clean water for hand washing when the children are done.

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following: tractors
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
Gather all the materials and put them outside by the picnic table.

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
Put all items outside near the picnic table.

Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).
I will begin to sing Dr. Jean’s song
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on the floor (grass).
Not on the ceiling (slide), not on the door (playhouse).
Everybody have a seat on the floor (grass).

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.
 Earlier in the day, during circle time I will read a book about tractors. (Busy Tractor, Busy Farm or Duck on a
tractor)
 I will ask the children to gather around if they would like to help make mud paint.
 I will reming them of the tractor story we read during circle time.
 I will show them the different tractors they will be able to paint with and talk to them about the tires on the
tractor. If they are big, little, skinny, fat and the color of the mud.
 I will show them the bowl full of mud, and pass it around so everyont can feel the mud.
 I will next add the water and dish soap.
 I will ask each child if they would like to stir it up.
 I will explain that four friends may paint at a time, there are four tractors. I will pick four children to start and
explain to the others that they can go play and they will get a turn when a spot opens up.
 While the children are painting I will talk to them about the lines and tracks that they see on the paper.
 When they are through painting they can put their tractor down and wash their hands and go play.
Questions to support inquiry and discussion and vocabulary words to introduce.
Questions? Are the tracks fat or skinny, big or little? What color is the mud? Is that a straight line or a crooked line?
What kind of pattern are the tires making?
Vocabulary: Tracks, skinny, squishy
How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)
The children can help wash the tractors, emplty the mud bucket and hang their artwork to dry on the drying rack that
is outside.I will have the children help carry things in when we go inside.

Transition Planning: Describe how the children will transition out of the learning experience.
Dr. Jeans cheer card: Wow Cheer- put 3 fingers up on both hands and tell the child wow they did a good job painting
with tractors.
 Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.
Some children may just want to play outside and that will be ok. Some children may not want to touch the mud paint.

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.

Would you do this learning experience again? Why or why not?

 TOTAL SELF-EVALUATION SCORE FOR THIS ACTIVITY: /5 points
Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)