Learning Opportunity Planning Form

(Avoid opportunities associated with holidays)

Student Name: Curriculum II 2015

Resource Used: Osborn, S. (2015). How To Make a Pine Cone Bird Feeder. Retrieved from
http://familycrafts.about.com/cs/birdfeeders/ht/PineConeFeeder.htm
Date to be presented: 4/23/15
Site Supervisors Signature ___________________________________ Date __________________
It is required to discuss your final written plans with your site supervisor and obtain a sign-off signature one week before presenting this
learning opportunity.

Primary Curriculum (content) Area: Science, Literacy

Learning Opportunity Name: Pinecone Bird Feeders
Brief description/type: Children will learn a little about spring then create a bird feeder.
WHO Its For: Four or five 4/5 year olds
List specific accommodations/adaptations:
Children are having difficulty following directions during an activity- set ton of classroom by telling it is okay
to ask others for assistance, make sure that the activity is age appropriate, explain one step of the activity,
let the children complete it, explain step two, let children complete it, etc. (Caras Kit page 10).
WHY-Rationale: Science process skills permit children to process new experiences through their senses.
Children can observe, compare, classify, measure, and communicate their observations of events and
objects. Science can be incorporated into all daily routines and play experiences as adults provide
materials and experiences for children to explore and manipulate, as well as have conversations with
children about their explorations, observations, and predictions.
Objective(s): By participating in this opportunity, the children will

Makes close observations of living and non-living things.

Uses hand-eye coordination to perform self-help and small motor tasks with materials (pinecone, bird

seed)
Expresses an interest and enjoyment in listening to poems

Standard(s): Area 8: Physical Well-Being and Motor Development - 8.3 Small Motor Development
Area 11: Communication, Language, and Literacy - Early Literacy
Area 12: Mathematics and Science - 12.4 Scientific Reasoning
HOW to Prepare: What you need:
MATERIALS:
Poem, bird feed, 18 pine cones, peanut butter, 5 butter knives, 5 trays, 18 plastic baggies, 2 bowls
TIME: 15 minutes
SETTING: Small group
SET UP/SPACE: 1 Table and 5 chairs

HOW to Teach:

Introduction: What season is it? How do you know it is spring? What do you notice is changing outside? Today
we are going to make bird feeders, but first we are going to read a poem about spring.
Teaching steps:
1.

Read the poem Springtime

2.

What signs of spring have you seen?

3.

Pick out a pinecone.

4.

Use the knife to spread peanut butter on the pine cone.

5.

Feel the texture of the birdseed

5.

Roll the pine cone in the birdseed on the tray.

6.

Place the pine cone in the plastic baggie.

7.

Read the poem again encourage children to participate

Closure & Transition:

Where are you going to put your bird feeder? What kinds of birds do you think will eat off of your bird
feeder?
Glide like birds to the next station
HOW to Assess and Document
Objectives

Evidence of Learning

How to Document This

Children might

Evidence

Makes close observations of

The birds are flying and alive.

observation, anecdotal record

living and non-living things.

The pine cones are not alive.

Uses hand-eye coordination to

Child holds the butter knife

perform self-help and small

without using their entire fist.

motor tasks with materials

Rolling the pinecone in the bird

(pinecone, bird seed)

seed.

expresses an interest and

I like birds. I see birds all

enjoyment in listening to poems

the time. Children pay

Observation, work sample

anecdotal record, observation

attention during the reading.

Assessment Documentation:
Anecdotal Record, photo
Childs name: Solara
Learning Opportunity Name: Pinecone Bird Feeders
Primary Curriculum (content) Area: Science, Literacy
Primary Domain: Language
Secondary Domain: Social
Date: April 23, 2015
Setting: Small Group
Objectives: Makes close observations of living and non-living things and uses hand-eye coordination to
perform self-help and small motor tasks with materials

Solara was following directions by doing every step in order. She also answered questions when I asked
what season it was. She responded spring.
Comment: Unfortunately Solaras mom helped her spread the peanut butter on her pine cone, but Solara
did do some.
Evaluation:
What evidence of childrens engagement and learning did you see during this learning opportunity? How
were the objectives met?
In the first group, all the children were engaged. They all followed the directions that were being
given. The children were able to tell us about spring. One child said, The grass is green. The children
were able to use the knife or their fingers to spread the peanut butter on the pine cone and use their
fingers to roll it around in the bird seed. Also, the children looked at us and payed attention as we were
reading the poem about spring.
What did you learn from planning and presenting this learning opportunity?
a) About the learning opportunity itself: I learned that these children knew what season it was
along with things that were changing. Also, I thought it kept them busy for most of the time
that was allotted.
b)

About children: Some of the children knew right away what we were making because they had
connected it to a previous activity they have done. Also, I learned that the children really
seemed to like working with a parent.

c)

About your own abilities: I was able to work well with Hannah during planning and presenting this
learning opportunity. I felt like we were able to provide an appropriate learning opportunity for
the head start children.

Evaluate this learning opportunity as a whole. Share suggestions, as discussed with your site supervisor,
for improvement.
a) As I reflect on this learning opportunity, I feel my strengths were: I feel like my strength was
explaining the activity to the children. Also, I thought my other strength was working well with
a partner. We both tend to work well without even practicing who said what.
b)

As I reflect on this learning opportunity, I realize that I could improve by: The main thing I
could really improve on during this learning opportunity would be to get more involved. I tended
to talk at the children instead of getting down on their level and talking with them. Getting on
the childrens level is very important because it does not feel as empowering as standing over
them and they might share more with you if you are at their level.

Springtime
A small green frog
On a big brown log;
A black and yellow bee
In a little green tree;
A red and yellow snake
By a blue-green lake,
All sat and listened
To red bird sing,
"Wake up, everybody,
It's spring! It's spring!